Real life tasks using Web 2.0 technologies – Rethinking the role of the teacher in order to promote action and communication

Christian Ollivier 1
1 ICARE - Institut Coopératif Austral de Recherche en Éducation
LCF - Langues, textes et communications dans les espaces créolophones et francophones
Abstract : The Common European Framework of Reference for Languages distinguishes between two main types of classroom tasks: tasks that reflect ‘real-life’ use and tasks which are essentially ‘pedagogic’ in nature. Real-life tasks with situational and interactional authenticity are not intended. Even newest publications on tasks and on the action oriented approach on the Web rarely propose to present language learners with real-life tasks which have to be completed in the framework of a real social interaction. This paper presents the core results of the analysis of interactions between Irish students and their French partners on a dedicated forum. It shows that the presence of the teacher as initiator of the task, owner of the forum and evaluator of the students’ contributions contributes to modify the way students interact with their partners and can even inhibit communication. Therefore we promote the implementation of an interactional approach to language learning on the web 2.0 with real-life tasks in which the teacher is neither addressee nor evaluator, but facilitator. Finally, we give two concrete examples of this approach: the publication of articles on Wikipedia and the Babelweb-project (http://www.babel-eb.eu).
Type de document :
Communication dans un congrès
International conerence "ICT and language Learning", Nov 2009, Florence, Italy. pp.525--532, 2009
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http://hal.univ-reunion.fr/hal-01227048
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Soumis le : mardi 10 novembre 2015 - 14:04:29
Dernière modification le : dimanche 5 novembre 2017 - 15:58:08

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  • HAL Id : hal-01227048, version 1

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Christian Ollivier. Real life tasks using Web 2.0 technologies – Rethinking the role of the teacher in order to promote action and communication. International conerence "ICT and language Learning", Nov 2009, Florence, Italy. pp.525--532, 2009. 〈hal-01227048〉

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