Réflexion autour d’un exemple d’évaluation de la production orale en Langue 2 par les tâches

Grosbois, Muriel

doi:10.4000/rdlc.2141

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…In fact, two equivalent sets of tasks (one for the pre-test and one for the post-test) were designed. They are detailed in Grosbois (2010).…”

Section: Evolution Of L2 Oral Outputmentioning

confidence: 99%

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

Grosbois¹

2011

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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.

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“…In fact, two equivalent sets of tasks (one for the pre-test and one for the post-test) were designed. They are detailed in Grosbois (2010).…”

Section: Evolution Of L2 Oral Outputmentioning

confidence: 99%

“…These two comparable sources were used for the pre- and post-tests for the purpose of this study. They are detailed in Grosbois, 2010).…”

Section: Evolution Of L2 Oral Outputmentioning

confidence: 99%

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

Grosbois¹

2011

ReCALL

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“…Imaginez une situation où un enseignant va enseigner une langue dans laquelle il n"arrive pas à communiquer. Grosbois (2010) pense que la compétence en production orale en langue étrangère s"avère être une compétence clé dans l"exercice de la profession des futurs enseignants. En conséquence, il faut qu"une stratégie efficace soit mise en place pour assurer cette compétence clé.…”

Section: Introductionunclassified

Apports de la télésérie à l’amélioration de la compétence d’expression orale du FLE à l’école normale.

Afari

Yegblemenawo

2020

Asemka

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Following series of observation and interactions with French students in Gbewaa College of Education, Pusiga, it was discovered that the said students find it difficult expressing themselves orally using the most basic sentences in French. This raises serious concerns about the teaching strategies being employed in teaching and learning of the French language in the Colleges of Education. To address this difficulty, this research was conducted with the main objective to examine the impact of the use of serial movies as teaching aid on oral expression of French language learners in Colleges of Education in Ghana with the aid of smartphones. The data were gathered from the Department of French in Gbewaa Colleges of Education. Three instruments (observation, interview and test) were used in this research. A two group (control and experimental) experimental design was adopted. The mean scores of participants‟ pre-test and post-test were compared to verify if the use of serial movies in French lessons could enhance the learners‟ oral communication skills. It was discovered that the use of serial movies in teaching French boosts learners‟ performance in oral communication. The research hence recommends that serial movies could be used in teaching French language lessons in order to enhance the oral communication competencies among learners

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“…Au regard de l'importance de ce domaine, surtout depuis l'apparition de l'approche communicative et jusqu'à nos jours, beaucoup de recherches (Moirand, 1974 ;1982 ;Coppalle, 1976 ;Grandcolas, 1980 ;Abe & Regent, 1981 ;Roulet, 1981 ;Carton, 1983 ;Bouchard, 1984 ;Kramsch, 1984 ;Coste, 1986 ;Kerbrat-Orecchioni, 1990 ;Bange, 1992 ;Sorez, 1995 ;Lhote, 1995 ;Waendendries, 1996 ;Bigot, 1996 ;Pekarek, 1999 ;Py, 2000 ;De Pietro & Schneuwly, 2000 ;Pekarek Doehler, 2002 ;Maurer, 2003 ;Cicurel, 2002 ;Rabatel, 2004 ;Marcelli, Gaveau & Tokiwa, 2005 ;Lafontaine, 2005 ;Cicurel & Bigot, 2005 ;Germain & Netten, 2005 ;Lamy, 2006 ;Weber, 2006 ;Kohler, 2008 ;Cortier & Bouchard, 2008 ;Parpette & Mochet, 2008 ;Tomé, 2009 ;Benamar, 2009 ;Mahieddine, 2010 ;Galera Fuentes, 2010 ;Grosbois, 2010 ;Alrabadi, 2011 ;Kucharczyk, 2012 ;Qin, 2012 ;Bandera Navarro, 2013 ;Badereddine, 2014 ;…”

Section: Introductionunclassified