Télécollaboration en espagnol langue étrangère à Trinidad
DOI :
https://doi.org/10.17533/udea.ikala.5097Mots-clés :
télécollaboration, apprentissage de l'Espagnol Langue Etrangère (ELE), nouvelles technologies, autonomie de l'apprentissage, compétence interculturelleRésumé
Objectif: Étudier l'impact d'un échange linguistique e-tandem sur la motivation aussi bien envers la langue et la culture cible qu'envers l'autonomie au cours du processus d'apprentissage d'étudiants d’espagnol langue étrangère à Trinité-et-Tobago. Méthode: Nous avons réalisé un projet de recherche-action avec 33 apprenants d'espagnol langue étrangère à Trinité et 33 étudiants en anglais langue étrangère colombiens, qui ont participé à un échange linguistique e-tandem pendant 7 semaines par le biais du courrier électronique, ainsi que de plates-formes de communication 2.0. Les données ont été recueillies au moyen d'enquêtes et d'un journal hebdomadaire. Nous avons ensuite procédé à une analyse qualitative et quantitative des données. Résultats: Nous avons atteint tous les objectifs. Conclusions: Le projet a constitué une source d'apprentissage particulièrement riche pour les participants, et il souligne la nécessité de parvenir à une compréhension plus approfondie du processus d'apprentissage d'une langue étrangère, la nécessité d'analyser les dimensions socioculturelles, psycholinguistiques et linguistiques de la compétence interculturelle dans des contextes spécifiques, et la nécessité d'évaluer de façon critique le rôle de la technologie Web 2.0 dans la promotion de l'apprentissage autonome.
Reçu: 26-08-09 /Accepté: 28-02-10
Comment citer cet article:
Neva, C.; Landa-Buil, M.; Carter, B.-A. & Ibrahim-Ali, A. Telecollaboration in Spanish as a Foreign Language in Trinidad. Íkala [online]. 2010, vol.15, n.24, pp.75-102.
Téléchargements
Références
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H.W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67-103). Rowley, MA: Newbury House.
Bailey, K. M., & Oschner R. (1983). A methodological review of the diary studies: Windmill tilting or social science? In K. M. Bailey, M. H. Long & S. Peck (Eds.), Studies in second language acquisition: Series on issues in second language research (pp. 188-198). Rowley, MA: Newbury House.
Belz, J. A. (2002). Social dimensions of telecollaborative language study. Language Learning & Technology, 6 (1), 60-81. Retrieved November 15, 2009, from http://llt.msu.edu/vol6num1/belz/
Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-99. Retrieved November 15, 2009, from http://llt.msu.edu/vol7num2/belz/
Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton et al. (Eds.), Taking control: Autonomy and independence in language learning (pp. 27-34). Hong Kong: Hong Kong University Press.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, Essex: Longman.
Blake, R. J. (2008). Brave new digital classroom. Technology and foreign language learning. Washington, D.C.: Georgetown University Press.
Bogdan, R., & Biklen, S. K. (1998). Qualitative research for education: an introduction to theory and methods. 3rd edition. Needham Heights,
MA: Allyn and Bacon.
Boud, D. (Ed.) (1988) Developing student autonomy in learning. 2nd ed. London: Kogan Page.
Brammerts, H. (1996). Language learning in tandem using the Internet. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 121-130). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Byram, M., & Morgan, C. (1994). Teaching-and-learning language-and-culture. Clevedon, UK: Multilingual Matters.
Carroll, J. B. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131-151.
Carter, B. (2006a). Language learning beyond the classroom: The contribution of study abroad. In M. J. Nzengou-Tayo & H. Peters (Eds.),
Caribbean Journal of Education. Special Issue. Foreign language teaching and learning in the Caribbean, 27, 123-41.
Carter, B. (2006b). Teacher/student responsibility in foreign language learning. New York: Peter Lang.
Coleman, J.A.(1995).The current state of knowledge concerning student residence abroad.In G. Parker, & A. Rouxeville (Eds.), The year abroad. Preparation, monitoring, evaluation (pp. 17-42). London: CILT.
Coleman, J. A. (2001). What is residence abroad for? Intercultural competence and the linguistic, cultural, academic, personal and professional objectives of student residence abroad. In R. Di Napoli, L. Polezzi, & A. King (Eds.), Fuzzy boundaries? Reflections on modern languages and the humanities (pp. 121-140). London: CILT.
Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon, UK: Multilingual Matters.
Cornwall, M. (1988). Putting it into practice: Promoting independent learning in a traditional institution. In D. Boud, (Ed.), Developing student autonomy in learning 2nd ed. (pp. 242257). London: Kogan Page.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23, 195-205.
Cotterall, S., & Crabbe, D. (1999). Learner autonomy in language learning: Defining the field and effecting change. Bayreuth Contributions to
Glottodidactics, Vol 8. Frankfurt am Main: Peter Lang.
Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications.
Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.
Davis, K. A. (1995). Qualitative theory and methods in Applied Linguistics research. TESOL Quarterly, 29 (3), 427-453.
Dickinson, L. (1995). Autonomy and motivation: A literature review. Special Issue. System, 23, 165-174.
Ehrman, M. (1988). The learning alliance: Conscious and unconscious aspects of the second language teacher's role. System, 26, 93-106.
Esch, E. (______) Promoting autonomy: Criteria for the selection of appropriate methods. In R. Pemberton et al. (Eds.), Taking control: Autonomy and independence in language learning (pp. 35-48). Hong Kong: Hong Kong University Press.
Freed, B. F. (Ed.) (1995). SLA in a Study Abroad Context. Amsterdam/Philadelphia: John Benjamins Publishing Co. SiBil. (Studies in Biligualism).
Guarnieri, M., & Usategui, C. (______) Developing a new language curriculum for nonspecialists: From theory to practice and back. In M. Fay & D. Ferney (Eds.), Current trends in modern languages provision for non-specialist linguists (pp. 193-205). London: CILT.
Hinkel, E. (1999). Culture in second language teaching and learning. Cambridge: Cambridge University Press.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Holec, H., & Huttunen, I. (Eds.) (1997). Learner autonomy in modern languages: Research and development. Strasbourg: Council of Europe.
Johnson, L. C. (1996). The keypal connection. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 131-142). Honolulu: University of Hawai'i Second Language Teaching and Curriculum Center.
Kelly, M. (2000). Mapping culture in language degrees. In N. McBride, & K. Seago (Eds.), Target culture — target language? (pp. 81-92). London: CILT.
Kern, R. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 105-119). Honolulu: University of Hawai'i Second Language Teaching and Curriculum Center.
Kinginger, C. (1998). Videoconferencing as access to spoken French. The Modern Language Journal, 82 (4), 502-513.
Kinginger, C., Gourvès-Hayward, A., & Simpson, V. (1999). A tele-collaborative course on French-American intercultural collaboration. The French Review, 72 (5), 853-866.
Knapper, C. (1988). Technology and lifelong learning. In D. Boud, (Ed.), Developing student autonomy in learning 2nd ed. (pp. 91-106). London: Kogan Page.
Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning and Teaching, 7(2), 145-172. Retrieved
November 15, 2009, from http://llt.msu.edu/vol7num2/kotter/
Liskin-Gasparro, J. (1998). Linguistic development in an immersion context: How advanced learners of Spanish perceive SLA. Modern Language Journal, 82, 159-175.
Little, D. (1996). Freedom to learn and compulsion to interact. Promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton et al. (Eds.), Taking control: Autonomy and independence in language learning (pp. 203-218). Hong
Kong: Hong Kong University Press.
Marsh, Debra. (1997). Computer conferencing: Taking the loneliness out of independent learning. Language Learning Journal, 15, 21-25.
McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for recreation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, TX: Calico.
McBride, N., & Seago, K. (Eds.) (2000). Target culture — target language? London: CILT.
O'Dowd, R. (2003). ''Understanding the 'other side': intercultural learning in Spanish-English e-mail exchange''. Language Learning and
Technology 7 (2), 118-144. Retrieved from http://llt.msu.edu/vol7num2/odowd/default.html
Parker, L.(2004).Adultslearninglanguages—the challenge.InH.Harnisch&P.Swanton(Eds.), Adults learning languages. A CILT guide to good practice (pp. 9-20). London: CILT.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), 1-6.
Seago, K. (2000). Shifting targets: Language, culture, interculture. In N. McBride & K. Seago (Eds.), Target culture — target language? (pp. 1-15). London: CILT.
Seelye, H. N. (1984). Teaching culture. Strategies for intercultural communication. Lincolnwood, IL: National Textbook Company.
Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.
Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language learning. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). Cambridge: Cambridge University Press.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6 (3), 245-266.
Ushioda, E. (1996). Learner Autonomy 5: The role of motivation. Dublin: Authentik.
Ushioda, E. (2000). Tandem language learning via e-mail: From motivation to autonomy. ReCALL, 12, 121-128.
Walker, L. (2000). What makes a successful e-mail tandem partnership? In T. Lewis & A. Rouxeville (Eds.), Technology and the advanced language learner (pp. 125-147). London: CILT AFLS.
Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Warschauer, M., & Kern, R. (Eds.) (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2010
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
