T he telecollaborative project under study involves, on the one hand, Masters students who are studying to become teachers and who design the tasks as well as tutor them, and, on the other hand, French language students. The relationship in this type of telecollaboration has been shown to be both asymmetric and symmetric. The hypothesis this paper seeks to examine is that designing tasks and providing corrective feedback by the 'native' partners tends to take precedence over less formal exchanges. We thus analyse the patterns of communicative exchange between tutors and learners in the forum and we examine if there are less formal episodes between them. We are interested in the conditions under which they appear.

This paper examines a peer virtual exchange project between students at the University of Cyprus and the University of Latvia. The main purpose of this project is to develop intercultural awareness. Through telecollaborative tasks, students are asked to interact in a common discussion space around elements related to their cultural values. The aim of this paper is to discuss students’ strategies for these online exchanges. The hypothesis this paper seeks to examine is that students do not express themselves freely in the discussion forums in order to protect their personal and national image. We are thus interested in the public self-image of the students, known as ‘face’. Our findings identified politeness strategies and we are interested in the main reasons for their acts towards positive and/or negative face.

Technological support for Greek, one of Europe’s lesser spoken languages, has progressed in the past decade, while LRTs have both increased in volume and improved in quality and coverage. Despite this progress, when compared to the ‘big languages’, Greek is obviously disadvantaged. Prominent among the challenges is the fact that LT is not included in the language policies or AI strategies of Greece and Cyprus, i. e., the significance of language-centric AI is still not officially recognised. Lack of continuity in research and development funding is an additional factor hampering progress. A Europe-wide coordinated initiative focused on overcoming the differences in language technology readiness for European languages coupled with national targeted actions is considered necessary.

Dans les grammaires/manuels du FLE, les sections consacrées aux complétives (autres qu’interrogatives) insistent particulièrement sur trois aspects de ce secteur de la grammaire française : l’emploi du mode (indicatif/subjonctif) dans les complétives par que, l’alternance entre ces complétives et les complétives réduites à l’infinitif et le choix de la préposition introductrice de l’infinitif (de, à, ø). Les apprenants hellénophones, comme les autres apprenants du FLE, achoppent sur ces difficultés, mais sont confrontés en outre à d’autres problèmes dont l’une des sources est leur L1. En effet le grec n’a pas d’infinitif et la nature et les usages de la forme dite ‘subjonctif’ diffèrent significativement de ceux du français. Nous rendons compte dans cet article de la troisième étape d’un projet concernant l’apprentissage/acquisition et l’enseignement de cette zone de la grammaire du français. Un test de jugement de grammaticalité a été administré à deux groupes d’étudiants (première année et avancés). Sur la base des résultats obtenus, nous montrons quelles structures sont problématiques et candidates à la fossilisation, nous discutons des raisons possibles/probables des difficultés rencontrées par les apprenants dans leurs jugements et nous concluons en suggérant des pistes pour un enseignement plus efficace des complétives aux hellénophones.

This study examines an asymmetrical telecollaboration project between tutors (future French language teachers) and learners (French language students) in which the tutors design pedagogical scenarios and help the learners to accomplish them. The research focuses on online task design and attempts to provide better understanding of interaction between tutors and learners and the degree of learner flexibility in the outcome. Based on socio-constructivist theory, it shows how the features of an action-oriented task design can influence the implementation of a task and the communication between the two groups. The hypothesis examined is that, in an asymmetrical telecollaboration project, the dominant interaction is student-tutor and the role of a tutor (as a teacher who corrects the learners) precedes the role of a peer. The research analyzes the instructions of the pedagogical scenarios and examines learner outcomes, as well as the interaction between the two groups. The findings of the study illustrated that the familiarity of their relationship has an impact on the outcome's language.