Storytelling et nouvelles technologies pour un apprentissage phonologique de l'anglais à l'école

Abstract : This research deals with the learning of English phonology (EFL) at a primary school. The institutional context is based on a theoretical scope which neglects the psycho-affective dimension of phonological learning. Linguistics and its structural, generative, enunciative approaches, cognitive and constructivist psychology , freudian and jungian psychoanalysis, scientific didactics and its learning theories are unavoidable, but incomplete. Materials that are in use are unsatisfactory. Ethology and neurobiology help us to understand the affective, emotional child's personality. Storytelling and its fancy have a vital effect on learning phonology. Can new technologies improve storytelling efficiency ? What role must the computer and the teacher play not to diminish the psycho-affective dimension ? An experience of storytelling and a CDRom is made, eventually analysed and assessed with its unavoidable limits, but also its contribution to SLA research.
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Yvon Rolland. Storytelling et nouvelles technologies pour un apprentissage phonologique de l'anglais à l'école. Expressions, Institut universitaire de formation des maîtres (IUFM) Réunion, 2003. ⟨hal-02056990⟩

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