Utilisation de WhatsApp comme plateforme pour développer l’aisance et la précision à l’oral dans la langue anglaise suivant la méthode de répétition des tâches
DOI :
https://doi.org/10.17533/udea.ikala.v28n1a04Mots-clés :
précision à la langue orale, aisance orale, tâches narratives, enseigne - ment de langues basée sur des tâches, WhatsApp, complexité, précision et aisance, CAF, apprentissage de langues assisté par des appareils mobilesRésumé
Aujourd’hui, les enseignants d’anglais langue étrangère (ALE) ont vu la nécessité d’adapter leurs pratiques pour continuer à enseigner la langue étrangère en utilisant différentes technologies émergentes et plateformes en ligne. Cela leur a demandé de développer un plus grand nombre de compétences numériques pour favoriser la production et la progression de la langue chez leurs étudiants. Sur la base des preuves indiquant que la répétition des tâches favorise le développement de la production orale dans des tâches d’expression orale et écrite, la présente étude exploratoire examine la fluidité et la précision démontrées par sept étudiants mexicains ALE d’une université publique dans une tâche narrative monologue effectuée sur WhatsApp suivant un modèle de répétition des tâches. Les mesures de fluidité et de précision montrent une fluctuation des niveaux de fluidité et de précision des élèves pendant l’exécution de la tâche. Il est intéressant de noter qu’ils indiquent également que seule la fluidité a augmenté au fil des semaines, quoique les niveaux de précision sont restés faibles. Ces résultats soulèvent des questions sur la nature dynamique de la fluidité et son interaction avec la précision, d’autres dimensions linguistiques, des facteurs liés à l’apprenant et l’environnement virtuel.
Téléchargements
Références
Ahmadian, M. J. (2012). Task repetition in elt. elt Journal, 66(3), 380–382. https://doi.org/10.1093/elt/ccs020
Ahmadian, M. J., & Tavakoli, M. (2010). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in efl learners‟ oral production. Language Teaching Research, 15(1), 35–59. https://doi.org/10.1177/1362168810383329
Ahmadpour, L. & Hossein Yousefi, M. (2016). The role of mobile-assisted language learning on efl learners’ development of writing accuracy, fluency, and complexity. English Language Teaching. 3(4), 105–118.
Arredondo-Tapia, D. I., & Garcia-Ponce, E. E. (2021). Role of task repetition and content familiarity in efl students’ fluency and accuracy in narrative tasks: A case study. Journal of Language and Education, 7(2), 45–63. https://doi.org/10.17323/jle.2021.11202
Bamanger, E. M., & Gashan, A. K. (2015). The effect of planning time on the fluency, accuracy, and complexity of efl learners’ oral production. Journal of Educational Sciences, 27(1), 1–15.
Barrot, J. S., & Agdeppa, J. Y. (2021). Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency. Assessing Writing, 47, 100510. https://doi.org/10.1016/j.asw.2020.100510
Bui, G. (2014). Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 63–93). John Benjamins. https://doi.org/10.1075/tblt.5.03gav
Bulté, B., & Housen, A. (2014). Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26, 42–65. https://doi.org/10.1016/j.jslw.2014.09.005
Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In J. Willis, & D. Willis (Eds.), Challenge and change in language teaching (pp. 136–146). Heinemann.
Bygate, M. (1999). Task a context for the framing, reframing and unframing of language. System, 27(1), 33–38. https://doi.org/10.1016/S0346-251X(98)00048-7
Bygate, M. & Samuda V. (2005). Integrative planning through the use of task repetition. In R. Ellis (Ed.), Planning and task performance in second language (pp. 37–73). John Benjamins. https://doi.org/10.1075/lllt.11.05byg
Chang, Y. F. (1999). Discourse topics and interlanguage variation. In P. Robinson (Ed.), Representation and process: Proceedings of the 3rd Pacific Second Language Research Forum (vol. 1, pp. 235–241). PacSLRF.
Ellis, R. (2005). Planning and task-based performance: Theory and research. In R. Ellis (Ed.), Planning and task performance in second language (pp. 3–34). John Benjamins. https://doi.org/10.1075/lllt.11.03ell
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509. https://doi.org/10.1093/applin/amp042
Foster, P. (2020). Oral fluency in a second language: A research agenda for the next ten years. Language Teaching, 1–16. https://doi.org/10.1017/S026144482000018X
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323.
Foster, P., & Skehan, P. (1999). The effect of source of planning and focus on planning on task-based performance. Language Teaching Research, 3(3), 185–215. https://doi.org/10.1177/136216889900300303
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354–375. https://doi.org/10.1093/applin/21.3.354
Garcia-Ponce, E. E. (2017). Effects of task characteristics on learners’ fluency, complexity and accuracy during efl interactions: Implications for speaking practice. The Journal of Language Teaching and Learning, 7(2), 70–89. http://www.jltl.org/index.php/jltl/article/view/795/150
Garcia-Ponce, E. E., Mora-Pablo, I., Lengeling, M. M., & Crawford, T. (2018). Task design characteristics and efl learners’ complexity, accuracy and fluency during uncontrolled pair interactions: A naturalistic perspective. Iranian Journal of Language Teaching Research 6(1), 75–92. http://ijltr.urmia.ac.ir/article_20491_cbe42ef4b8aaf979913b108cbb31258a.pdf
Garcia-Ponce, E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10(2), 116–133. https://doi.org/10.18870/hlrc.v10i2.1209
Garcia-Ponce, E. E., & Tavakoli, P. (2022). Effects of task type and language proficiency on dialogic performance and task engagement. System, 105, 102734. https://doi.org/10.1016/j.system.2022.102734
GencIlter, B. (2009). Effect of technology on motivation in efl classrooms. Turkish Online Journal of Distance Education, 10(4), 136–158.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisition. Applied Linguistics, 30(4), 461–473. https://doi.org/10.1093/applin/amp048
Khezrlou, S. (2020). The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency. Journal of Second Language Studies, 3(1), 31–54. https://doi.org/10.1075/jsls.19025.khe
Khushik, G. A., & Huhta, A. (2019). Investigating syntactic complexity in efl learners’ writing across common European framework of reference levels A1, A2, and B1. Applied Linguistics, 41, 1–28. https://doi.org/10.1093/applin/amy064
Kormos, J., & Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32, 145–164. https://doi.org/10.1016/j.system.2004.01.001
Krueger, C. (2014). Exploring the relationship between the instructional use of mobile technology and social media and student foreign language learning. ProQuest Dissertations & Theses Global. (Unpublished doctoral dissertation). University of Massachusetts, Lowell, Massachusetts.
Kuiken, F., Vedder, I., & Gilabert, R. (2010). Communicative adequacy and linguistic complexity in L2 writing. In I. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency and linguistic development: Intersections between sls and language testing research (pp. 81–99). Eurosla.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
Kyle, K., & Crossley, S. A. (2018). Measuring syntactic complexity in L2 writing using fine-grained clausal and phrasal indices. Modern Language Journal, 102(2), 333–349. https://doi.org/10.1111/modl.12468
Lambert, C., & Kormos, J. (2014). Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics, 35(5), 607–614. https://doi.org/10.1093/applin/amu047
Lambert, C., Kormos, J., &Minn, D. (2017). Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167–196. https://doi.org/10.1017/S0272263116000085
Larsen-Freeman, D. (2009). Adjusting expectations: The study of complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 579–589. https://doi.org/10.1093/applin/amp043
Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590–619. https://doi.org/10.1093/applin/aml029
Liu, P. L., & Chen, C. J. (2014). Learning English phrase through actions: A study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158–171. https://doi.org/10.1080/10494820.2014.959976
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4, 221–50. https://doi.org/10.1177/136216880000400303
Lynch, T. & Maclean, J. (2001). Effects of immediate task repetition on learners’ performance. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks, second language learning, teaching and testing (pp. 99–118). Longman.
Motallebzadeh, K., Beh-Afarin, R., & Daliry Rad, S. (2011). The effect of short message service on the retention of collocations among Iranian lower intermediate efl learners. Theory and Practice in Language Studies, 1(11), 1514–1520. https://doi.org/10.4304/tpls.1.11.1514-1520
Mullamaa, K. (2010). ict in language learning-benefits and methodological implications. International Education Studies, 3(1), 38–44. https://doi.org/10.5539/ies.v3n1p38
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.
Qiu, X. (2019). Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research, 24(6), 745–764. https://doi.org/10.1177/1362168819829021
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. https://doi.org/10.1017/9781009024600
Robertson, L. & The Le@rning Federation. (2009). Mobile application for language learning: mall research project report. Curriculum Corporation, 1–48.
Robinson, P. (2003). The cognition hypothesis of adult, task-based language learning. Second Language Studies, 21(2), 45–107.
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57. https://doi.org/10.1093/applin/22.1.27
Sadeghi, K. (2016). An interview with Professor Diane Larsen-Freeman. Iranian Journal of Language Teaching Research, 4(2), 139–143.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University. https://doi.org/10.1177/003368829802900209
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1–14. https://doi.org/10.1017/S026144480200188X
Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. https://doi.org/10.1093/applin/amp047
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93–120. https://doi.org/10.1111/1467-9922.00071
Skehan, P., & Foster, P. (2008). Complexity, accuracy, fluency and lexis in task-based performance: a meta-analysis of the Ealing research. In S. Van Daele, A. Housen, F. Kuiken, M. Pierrard, & I. Vedder (Eds.), Complexity, accuracy, and fluency in second language use, learning, and teaching (pp. 207–226). University of Brussels Press.
Skehan, P., & Foster, P. (2012). Complexity, accuracy, fluency and lexis in task–based performance. A synthesis of the Ealing research. In A. Housen, F. Kuiken, & I. Vedder (Eds.) Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in sla (pp. 199-220). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.32.09fos
Tavakoli, P. (2019). Automaticity, fluency and second language task performance. In Z. E. Wen, & M. J. Ahmadian (Eds.), Researching L2 task performance and pedagogy (pp. 39–52). John Benjamins. https://doi.org/10.1075/tblt.13.03tav
Tavakoli, P., & Foster, P. (2008). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 61(1), 37–72. https://doi.org/10.1111/j.1467-9922.2011.00642.x
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445–466. https://doi.org/10.1177/0265532209104670
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 24(1), 127. https://doi.org/10.1093/applin/24.1.1
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Catégories
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2022
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
