- -

Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français)

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français)

Show simple item record

Files in this item

dc.contributor.author Delgar-Farrés, Gemma es_ES
dc.date.accessioned 2017-07-28T06:50:32Z
dc.date.available 2017-07-28T06:50:32Z
dc.date.issued 2017-07-11
dc.identifier.issn 1886-2438
dc.identifier.uri http://hdl.handle.net/10251/85909
dc.description.abstract [EN] This article is at the crossroads of the fields of computer-mediated oral interaction and Task-Based Language Teaching (TBLT) in foreign language learning. From an experimental study, we aim to analyse the effects of a videoconferencing environment in the production of two types of learning tasks (jigsaw and ranking) in French (L3) from the perspective of verbal communication and nonverbal communication. es_ES
dc.description.abstract [FR] La présente contribution s’inscrit au croisement des champs de la description de l’interaction orale à distance et de l’apprentissage par tâches (TBLT) dans l’enseignement des langues étrangères. À partir d’une étude expérimentale, nous nous proposons d’analyser l’impact du dispositif visiophonique en ligne sur la réalisation de deux types de tâches pédagogiques (jigsaw et ranking) en langue française (L3) du point de vue de la communication verbale et la communication non verbale. es_ES
dc.language Francés es_ES
dc.publisher Editorial Universitat Politècnica de València
dc.relation.ispartof Revista de Lingüística y Lenguas Aplicadas
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Interaction orale es_ES
dc.subject face à face es_ES
dc.subject à distance es_ES
dc.subject Multimodalité es_ES
dc.subject Tâche es_ES
dc.subject Oral interaction es_ES
dc.subject Face-to-face es_ES
dc.subject Computer mediated es_ES
dc.subject Multimodality es_ES
dc.subject Task es_ES
dc.title Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français) es_ES
dc.title.alternative Multimodal approach to two types of oral tasks in face-to-face and distance learning in L3 (french) es_ES
dc.type Artículo es_ES
dc.date.updated 2017-07-27T07:35:02Z
dc.identifier.doi 10.4995/rlyla.2017.6542
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Delgar-Farrés, G. (2017). Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français). Revista de Lingüística y Lenguas Aplicadas. 12:23-32. doi:10.4995/rlyla.2017.6542. es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/rlyla.2017.6542 es_ES
dc.description.upvformatpinicio 23 es_ES
dc.description.upvformatpfin 32 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 12
dc.identifier.eissn 1886-6298
dc.relation.references Chun, D., Kern, R., & Smith, B. (2016). Technology in Language Use, Language Teaching, and Language Learning. The Modern Language Journal, 100(S1), 64-80. doi:10.1111/modl.12302 es_ES
dc.relation.references Cosnier, J. et Brossard, A. (1984). La communication non verbale : co-texte ou contexte ? In : J. Cosnier et A. Brossard (éds.), La communication non verbale. Neuchâtel : Delachaux et Niestlé, 1-29. es_ES
dc.relation.references Cosnier, J. et Develotte, C. (2011). Le face à face en ligne, approche éthologique. In : C. Develotte, R. Kern et M.-N. Lamy (éds.), Décrire la conversation en ligne. Le face à face distanciel. Lyon : ENS Éditions, 27-50. es_ES
dc.relation.references Delgar Farrés, G. (2015). L'interaction orale en présentiel et à distance : une étude de cas en classe de français. Synergies Espagne, 8, 111-122. es_ES
dc.relation.references Develotte, C., Guichon, N., & Kern, R. (2008). «Allo Berkeley ? Ici Lyon… Vous nous voyez bien ?» Étude d’un dispositif de formation en ligne synchrone franco-américain à travers les discours de ses usagers. Alsic, (Vol. 11, n° 2). doi:10.4000/alsic.892 es_ES
dc.relation.references Develotte, C., Kern, R. et Lamy, M.-N. (2011). Décrire la conversation en ligne. Le face à face distanciel. Lyon : ENS Éditions. es_ES
dc.relation.references Develotte, C. (2012). L’analyse des corpus multimodaux en ligne : état des lieux et perspectives. SHS Web of Conferences, 1, 509-525. doi:10.1051/shsconf/20120100213 es_ES
dc.relation.references Eckerth, J. (2003). Fremdsprachenerwerb in aufgabenbasierten Interaktionen. Tübingen : Narr. es_ES
dc.relation.references Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford : University Press. es_ES
dc.relation.references González-Lloret, M. et Ortega, L. (2014). Technology-mediated TBLT. Researching Technology and Tasks. Amsterdam/Philadelphia : John Benjamins Publishing Company. es_ES
dc.relation.references HAMPEL, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(01), 105. doi:10.1017/s0958344006000711 es_ES
dc.relation.references Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2), 116-137. doi:10.1017/s095834401200002x es_ES
dc.relation.references Keim, L. et Tortadès, À. (2015). Comparación de la interacción oral de estudiantes de alemán L3 presenciales y online en una tarea de aula. RIED. Revista Iberoamericana de Educación a Distancia, 18/2, 325-353. es_ES
dc.relation.references Kerbrat-Orecchioni, C. (2011). Conversations en présentiel et conversations en ligne : bilan comparatif. In : C. Develotte, R. Kern et M.-N. Lamy (éds.), Décrire la conversation en ligne. Le face à face distanciel. Lyon : ENS Éditions, 173-195. es_ES
dc.relation.references Kern, R. (2014). Technology asPharmakon: The Promise and Perils of the Internet for Foreign Language Education. The Modern Language Journal, 98(1), 340-357. doi:10.1111/j.1540-4781.2014.12065.x es_ES
dc.relation.references Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A Critical Review. CALICO Journal, 28(2), 498-521. doi:10.11139/cj.28.2.498-521 es_ES
dc.relation.references Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language training. In: K. Hyltenstam et M. Pienemann (éds.), Modelling and assessing second language acquisition. Clevedon : Multilingual Matters. es_ES
dc.relation.references Marcelli, A., Gaveau, D., & Tokiwa, R. (2005). Utilisation de la visioconférence dans un programme de FLE : tâches communicatives et interactions orales. Alsic, (Vol. 8, n° 3). doi:10.4000/alsic.354 es_ES
dc.relation.references Pica, T., Kanagy, R. et Falodun, J. (1993). Choosing and Using Communication Tasks for Second Language Instruction and Research. In : G. Crookes et S. Gass (éds.), Tasks and Language Learning. Integrating Theory and Practice. Clevedon : Multilingual Matters, 9-34. es_ES
dc.relation.references Robinson, P. (2005). Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design. IRAL - International Review of Applied Linguistics in Language Teaching, 43(1), 1-32. doi:10.1515/iral.2005.43.1.1 es_ES
dc.relation.references Robinson, P. (Ed.). (2011). Second Language Task Complexity. Task-Based Language Teaching. doi:10.1075/tblt.2 es_ES
dc.relation.references Rubio, F., Thoms, J. J. (2012). AAUSC 2012 Volume - Issues in Language Program Direction. Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues. Boston : Cengage Learning. es_ES
dc.relation.references Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. doi:10.1057/9780230596429 es_ES
dc.relation.references Sauro, S. (2009). Strategic Use of Modality during Synchronous CMC. CALICO Journal, 27(1), 101-117. doi:10.11139/cj.27.1.101-117 es_ES
dc.relation.references Seedhouse, P., & Almutairi, S. (2009). A holistic approach to task-based interaction. International Journal of Applied Linguistics, 19(3), 311-338. doi:10.1111/j.1473-4192.2009.00243.x es_ES
dc.relation.references Smith, B. (2003). Computer?Mediated Negotiated Interaction: An Expanded Model. The Modern Language Journal, 87(1), 38-57. doi:10.1111/1540-4781.00177 es_ES
dc.relation.references Smith, B. (2004). COMPUTER-MEDIATED NEGOTIATED INTERACTION AND LEXICAL ACQUISITION. Studies in Second Language Acquisition, 26(03). doi:10.1017/s027226310426301x es_ES
dc.relation.references Smith, B. (2010). Employing Eye-Tracking Technology in Researching the Effectiveness of Recasts in CMC. Directions and Prospects for Educational Linguistics, 79-97. doi:10.1007/978-90-481-9136-9_6 es_ES
dc.relation.references Stockwell, G. (2010). Effects of multimodality in computer-mediated communication tasks. In : M. Thomas et H. Reinders (éds.), Task-based language teaching and technology. Londres : Continuum, 83-104. es_ES
dc.relation.references Yamada, M., & Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning, 20(1), 37-65. doi:10.1080/09588220601118503 es_ES
dc.relation.references Yanguas, I. (2010). Oral computer-mediated interaction between L2 learners: it's about time! Language Learning & Technology, 14/3, 72-93. es_ES


This item appears in the following Collection(s)

Show simple item record