Antidepressant whole consumption experiments an outstanding increase in the area of Zamora. Recently marketed drugs utilisation increases as well, superseding classical antidepressants. The five most used drugs in 1999 were, in decreasing order, paroxetine, fluoxetine, sertraline, citalopram and venlafaxine. These last three ones got the most outstanding rise in the reviewed period.

<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>

This study examines the role that new technologies, social media and telecollaborative projects have played in the development of oral production skills, as well as in learning and correction in pronunciation. During the period 2005 to 2015 several experiments were conducted for this purpose as part of a French language course at the University of León, Spain. We sought to examine the characteristics and modalities of different oral productions from students, as well as ICT tools and teaching tasks which led to the creation of audiovisual recordings published in a number of educational web environments (weblogs, podcasts, social networks, education platforms). We looked also at the role which students, tutors and teachers play in the correction of pronunciation, taking into consideration the feedback strategies that have been observed in their interaction, with particular focus on autocorrective feedback such as in collaborative pronunciation tasks corrected by the students. We have also attempted to gauge the reactions of students to the use of these tools, learning environments and pronunciation tasks, by undertaking three surveys which focus on their pronunciation and ICT skills in the context of French as a Foreign Language.

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En la enseñanza de lenguas extranjeras con los nuevos medios sociales de la web las competencias de producción oral y la corrección de la pronunciación han sido poco abordadas. Nos planteamos la utilidad y los potenciales de integración de los medios sociales de la web en un dispositivo de formación universitario para la enseñanza y aprendizaje del Francés lengua extranjera. Con el fin de desarrollar la producción oral y la corrección de la pronunciación entre los alumnos se han utilizado podcasts, blogs, redes sociales y proyectos de telecolaboración que favorecen las grabaciones audio e interacciones colaborativas entre los alumnos. Se describen las distintas técnicas de corrección de la pronunciación que han puesto en práctica los alumnos, tutores y docente en diferentes entornos y espacios web, habiendo obtenido como resultado 2 técnicas en la utilización de la escritura, 5 técnicas en la utilización de imágenes visuales, así como 4 técnicas en la utilización de la lengua hablada.