CMC-based projects and L2 learning: confirming the importance of nativisation

Abstract

Despite the spread of reliable desktop audio and videoconferencing facilities, some CMCbased projects still rely on asynchronous written environments, if only because of the temporal constraints of synchronicity (Guichon, 2009;Develotte, Guichon & Vincent, 2010). Yet speaking is usually the skill students most need to improve when learning a second language (L2). This paper therefore sets out to measure the impact of distant written exchanges between Native Speakers (NS) and Non Native Speakers (NNS) on the development of NNS L2 oral output, focusing specifically on the effect of phonological nativisation. The context of this study is a teacher training programme for future primary school teachers in France. During their L2 course aiming to help them improve their mastery of English, they were given the opportunity to take part in a CMC-based project with PGCE (Postgraduate Certificate in Education) students from King's College, London. Action research was thus carried out to examine the potential of this project in the development of the participants' L2 oral output. The L2 course being task-oriented, the trainee teachers' L2 oral output was evaluated by means of pre-and post-tests based on tasks. The results show that stability prevails over progress, which is in keeping with the fact that interlanguage development is a long process (Chapelle, 2003: 119). The results also confirm the importance of phonological nativisation when learners have access only to written authentic input.

The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training

“…However, only recently, telecollaboration has started to be explored as a way to improve teacher training courses (Grosbois, 2011). The results of those projects have been quite promising as future teachers have been reported to experience an increase in their digital competence Schmidt & Hegelheimer, 2014), and the development of multimodal communicative competence, multiliteracy, autonomy, and the teacher competences required for teaching with multimodal technologies (Fuchs, Hauck & Müller-Hartmann, 2012).…”

Telecollaboration to Improve CLIL and TPACK Knowledge: Aid or Hindrance?

“…All the aforementioned benefi ts can impact on non-native pre-service teachers' linguistic fl uency and profi ciency in a positive way (Grosbois, 2011). Furthermore, telecollaboration endeavors can also contribute to the development of teacher trainees' TPACK ).…”

Peer Evaluation in CMC Learning Environment and Writing Skill

“…Recently, scholars have emphasized the role of computer technology in foreign language education. The scope of research in the field of technology-based environment, the development of online language tutors' competence (Guichon, 2009;Balaban et al, 2013), and blended learning (Brudermann, 2010) are wide (Grosbois, 2011). Lanham (1993) referred to the importance of incorporating computer technology into writing skill and claimed that most learners live in a world of electronic text and dedicate a large proportion of their time reading and writing on computers (as cited in Lin and Yang, 2011).…”