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Impacts négatifs de la présence de l’enseignant dans les tâches. Vers une approche interactionnelle et des tâches de la vie réelle

Christian Ollivier 1
1 ICARE - Institut Coopératif Austral de Recherche en Éducation
LCF - Laboratoire de recherches sur les espaces créoles 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 interaction-centered approach to language learning on the web 2.0 with real-life tasks in which the teacher is neither addressee nor evaluator, but facilitator.
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Conference papers
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https://hal.univ-reunion.fr/hal-01227017
Contributor : Réunion Univ <>
Submitted on : Tuesday, November 10, 2015 - 2:03:01 PM
Last modification on : Thursday, February 20, 2020 - 8:26:03 AM

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Christian Ollivier. Impacts négatifs de la présence de l’enseignant dans les tâches. Vers une approche interactionnelle et des tâches de la vie réelle. 2ème colloque international Tidilem, Jun 2010, Clermont-Ferrand, France. pp.n.c. ⟨hal-01227017⟩

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