| 12 |
EFL teachers' representations of Task-Based Language Teaching
|
|
|
|
In: ALAA Conference 2018: Engaging diversity: Creating connections and building knowledge ; https://halshs.archives-ouvertes.fr/halshs-03374226 ; ALAA Conference 2018: Engaging diversity: Creating connections and building knowledge, Nov 2018, Wollongong, Australia (2018)
|
|
Abstract:
International audience ; This exploratory research study has been carried out to inform teacher education practices designed for the professional development of pre-service English as a Foreign Language (EFL) teachers at the school of teacher education, École Supérieure du Professorat et de l'Éducation (ESPE), at the University of French Polynesia. The present paper deals only with the results obtained during the first work-package of a two-phase study and reports on the data about 12 EFL tutors' representations (i.e., stated beliefs, knowledge, conceptualizations, perceptions, feelings, etc.) of Task-Based Language Teaching (TBLT) in EFL classrooms. The study aimed to explore and scrutinize the teachers' (i) representations of TBLT (ii) use or non-use of TBLT in their practices, and (iii) experience and feelings about their TBLT practices. The literature review provides a synopsis of the research and theoretical concepts which have contributed to the development of the TBLT pedagogy. The theoretical stance of the study is founded on Moscovici's representations theory, and the assumptions about teacher representations are explained using this theory. This work adopted the research techniques and paradigms employed in the grounded theory approach formulated by Glaser and Strauss (1967). Following the grounded theory tradition, the data were collected via extensive semi-directed interviews and transcribed by using the verbatim method. The qualitative data analysis software Atlas.ti. was used to analyze the interview corpus. During the analysis process, the researcher carried out a series of concurrent data collection and analysis procedures. The interviewing activities ended when the analysis procedures ceased to generate new categories of information. The results of the study were presented using verbatim extracts, theoretical framework charts, and descriptive data presentation methods such as histograms and pie charts.
|
|
Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; foreign language learning; grounded theory; Social representations theory; TBLT; teacher beliefs; teacher representations
|
|
URL: https://halshs.archives-ouvertes.fr/halshs-03374226
|
|
BASE
|
|
Hide details
|
|
|
| 13 |
ELT corpus: The French Polynesian elementary school context ; ELT corpus: The French Polynesian elementary school context: Mendeley Data, V1
|
|
|
|
In: https://halshs.archives-ouvertes.fr/halshs-03375667 ; 2018, ⟨10.17632/tzgght78xm.1⟩ (2018)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Enquête qualitative: méthodologie d'analyse d'un corpus avec IRaMuTeQ dans L. Chalmel (dir.), Evaluation de la politique régionale plurilingue
|
|
|
|
In: https://halshs.archives-ouvertes.fr/halshs-02011422 ; [Autre] Mulhouse: Faculté des sciences de l'éducation. 2018, pp.52-159 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Pratiques innovantes pour la communication et l'interaction en FLES : quels enjeux pour la classe ?
|
|
|
|
In: Séminaire des établissements bilingues francophone d'Egypte : La communication dans tous ses états. ; https://hal.archives-ouvertes.fr/hal-03607235 ; Séminaire des établissements bilingues francophone d'Egypte : La communication dans tous ses états., 2018, Le Caire, Égypte (2018)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Le dispositif Diwan en Bretagne : une inscription paradoxale ?
|
|
|
|
In: L’immersion : 40 ans d’expériences pour l’avenir de nos langues ; https://hal.univ-reunion.fr/hal-01953813 ; L’immersion : 40 ans d’expériences pour l’avenir de nos langues, Réseau Diwan, Mar 2018, Quimper, France (2018)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Physical Education, Bilingual Education and Didactic Transposition ; Éducation physique en filière bilingue et transposition didactique
|
|
|
|
In: Séminaire Div Yezh Ecole et famille, de Bretagne et d’ailleurs : Education plurilingue en contexte minoritaire ; https://hal.archives-ouvertes.fr/hal-01950405 ; Séminaire Div Yezh Ecole et famille, de Bretagne et d’ailleurs : Education plurilingue en contexte minoritaire, Oct 2018, Rennes, France (2018)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Apprendre une deuxième langue à l’école : Effet d’un programme d’immersion bilingue sur les fonctions cognitives d’enfants d’âge scolaire
|
|
|
|
In: Apprendre une deuxième langue à l’école : Effet d’un programme d’immersion bilingue sur les fonctions cognitives d’enfants d’âge scolaire ; Journée d’étude de l’ESPE-LR, Université de Montpellier, 2 février 2018 ; https://hal.archives-ouvertes.fr/hal-03076313 ; Journée d’étude de l’ESPE-LR, Université de Montpellier, 2 février 2018, 2018, Montpellier, France (2018)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Transformation des pratiques éducatives avec le numérique La multimodalité au service du plurilinguisme en contexte scolaire
|
|
|
|
In: Séminaire régional Le Numérique Educatif : Un appui pour l'enseignement bilingue ; https://hal.archives-ouvertes.fr/hal-01895254 ; Séminaire régional Le Numérique Educatif : Un appui pour l'enseignement bilingue, Oct 2018, Rabat, Maroc (2018)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Narrative competence of bilingual children: an exploratory study of Franco-Chinese children aged 5 to 10 years old in France
|
|
|
|
In: ISSN: 0718-9397 ; REVISTA AKADÈMEIA (ISSN: 0718-9397) ; https://hal.inria.fr/hal-02073570 ; REVISTA AKADÈMEIA (ISSN: 0718-9397), Universidad Gabriela Mistral.- Chili, 2018, 17 (2), pp.4-23 ; http://revistas.ugm.cl/index.php/rakad/index (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
