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Virtual exchange: from students’ expectations to perceived outcomes
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In: Virtual exchange: towards digital equity in internationalisation ; https://hal.archives-ouvertes.fr/hal-03324371 ; Virtual exchange: towards digital equity in internationalisation, Research-publishing.net, pp.139-155, 2021, ⟨10.14705/rpnet.2021.53.1296⟩ (2021)
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Recognizing language accommodation skills: dealing with language proficiency differences during Virtual Exchange
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In: Eurocall 2021 ; https://hal.archives-ouvertes.fr/hal-03334686 ; Eurocall 2021, Le Cnam, Paris, Aug 2021, Paris, France (2021)
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Abstract:
International audience ; During Virtual Exchange (VE), communication unfolds in a particular context which embraces the virtual space where interactions between international partners take place, the technological medium chosen for communication, the different participants with their communicative abilities and cultural background. Learning, defined as change or shifts in a specific competence, can therefore occur in different domains: studies with different scope in the field (Çiftçi & Savaş, 2018; The EVALUATE Group, 2019; O'Dowd, Sauro & Spector-Cohen, 2020) have shown the learning potential of VE for enhancing intercultural competence, developing a range of language skills, increasing (critical) digital literacy or acquiring disciplinary knowledge. The EU-funded EVOLVE project confirms these results regarding students learning on a large scale and supports the positive impact of Virtual Exchange on the development of the above mentioned range of skills and competences (EVOLVE Project Team, 2020).However, with respect to language learning, studies focus in particular on VEs that are embedded in courses where language learning is a targeted goal (Çiftçi & Savaş, 2018) but as EVOLVE and other large-scale projects have explored, VE is a useful learning practice across disciplines, not only in language courses. As a result, we see an increasing number of VE participants who do not identify as language learners interacting with others for whom language learning is a part of the VE expectations. At the same time, we also see differences in language proficiency, even among groups of students who all identify as language learners. What remains to be investigated is whether language development might also occur among non-self-identified language learners as a result of VE. Similarly, what types of language development might high proficiency language users/learners report when engaged in VE, particularly when partnered with lower proficiency speakers?Accordingly, this study employed qualitative content analysis (Zhang & Wildemuth, 2009) on (n=248) students' self-reports of language learning in open-ended questions and (n=19) follow-up interviews across 16 different VEs within the EVOLVE Project. It appeared that high proficient speakers also reported changes related to language. On the one hand, their comments reflect awareness of the constraints that affect communication during collaborative work with their international peers; while on the other hand, they describe ways to cope with such constraints by adapting their language (their output or their receptive skills) in order to meet the requirements they perceived for successful communication. We assume that gains in linguistic flexibility or in adaptive language use should therefore be considered as part of the speakers’ communicative competence and as a crucial component for effective online collaboration with international partners.In this paper, we look at adaptive choices and moves during the VE by high proficiency speakers, and draw upon Communication Accommodation Theory (CAT; Gallois, Ogay & Giles, 2005) to provide explanations for the reported linguistic shifts and to help us recognize that language learning occurs - irrespective of the proficiency of the speakers - as situated, in a specific social context embedded practice which is strongly linked to the intercultural experience and the interpersonal relationships build during VE.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Communication Accommodation Theory; intercultural communicative competence; linguistic flexibility; Virtual Exchange
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URL: https://hal.archives-ouvertes.fr/hal-03334686
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Quel itinéraire d'apprentissage entre présentiel et distanciel pour des apprenants débutants?
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In: XXVIIIe congrès Ranacles - (Dis)continuités des apprentissages en langues ; https://hal.archives-ouvertes.fr/hal-03466503 ; XXVIIIe congrès Ranacles - (Dis)continuités des apprentissages en langues, Nov 2021, Lille, France ; https://ranacles2021.sciencesconf.org/ (2021)
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Repenser l'enseignement / apprentissage d'une langue débutée dans une approche basée sur l'usage
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In: Journées d'études du GIS RéAL2 - De l'acquisition à la didactique (et vice-versa) ; https://hal.archives-ouvertes.fr/hal-03466493 ; Journées d'études du GIS RéAL2 - De l'acquisition à la didactique (et vice-versa), Nov 2021, Paris, France (2021)
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Agir sur le traitement de l’input à travers des activités numériques : des pistes pour soutenir les acquisitions (formelles) en début d’apprentissage
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In: Journées d'études du GIS RéAL2 - De l'acquisition à la didactique (et vice-versa) ; https://hal.archives-ouvertes.fr/hal-03466494 ; Journées d'études du GIS RéAL2 - De l'acquisition à la didactique (et vice-versa), Nov 2021, Paris, France (2021)
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Organisation du discours et ‘repackaging’ informationnel dans les interactions en L2 : des pistes pour l’évaluation de la compétence interactionnelle
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In: ISSN: 1974-4382 ; Mediazioni. Rivista online du studi interdisciplinari su lingue e culture ; https://hal.archives-ouvertes.fr/hal-03588528 ; Mediazioni. Rivista online du studi interdisciplinari su lingue e culture, Dipartimento di Interpretazione e Traduzione - Alma Mater Studiorum (Università di Bologna a Forlì), 2021, Monica Masperi, Cristiana Cervini, Yves Bardière (eds.). Évaluation des acquisitions langagières : du formatif au certificatif, pp.A204-A229 ; http://www.mediazioni.sitlec.unibo.it (2021)
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Pour une information grammaticale au service des usages et d’une dynamique de l’appropriation en L2
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In: ISSN: 2118-9692 ; EISSN: 0246-8743 ; Linx ; https://hal.archives-ouvertes.fr/hal-03092639 ; Linx, Presses Universitaires de Paris Nanterre, 2020, Enseignement des langues : la grammaire et la linguistique sont-elles solubles dans la pédagogie de projet ?, ⟨10.4000/linx.7166⟩ ; http://journals.openedition.org/linx/7166 (2020)
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Telekollaboration zwischen Frankreich und Tschechien – ein interkulturelles Projekt mit Deutsch als Lingua Franca
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In: Interkulturalität in Sprache, Literatur und Bildung ; VIII. Internationale Konferenz - Interkulturelle und transkulturelle Dimension im linguistischen, kulturellen und historischen Kontext ; https://hal.archives-ouvertes.fr/hal-03277418 ; Interkulturalität in Sprache, Literatur und Bildung, Bd. 4, pp.169-184, 2020, 978-80-7560-328-9 (2020)
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L’organisation du discours dans l’interaction orale de la certification CLES B2. Vers une redéfinition de certains critères d’évaluation
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In: Colloque Eval2019 - Évaluation des acquisitions langagières : du formatif au certificatif ; https://hal.archives-ouvertes.fr/hal-02455773 ; Colloque Eval2019 - Évaluation des acquisitions langagières : du formatif au certificatif, Université Grenoble Alpes, Oct 2019, Grenoble, France ; https://eval19.sciencesconf.org/ (2019)
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Konforme Satzeröffnung statt korrekter Verbstellung – Informationsstruktur und Kohäsion in Texten frankophoner DaF-Lerner
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In: Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit: Ansätze–Methoden–Ziele ; https://hal.archives-ouvertes.fr/hal-03504255 ; Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit: Ansätze–Methoden–Ziele, Bd. 4, pp.153-174, 2016, Saarbrücker Schriften zu Linguistik und Fremdsprachendidaktik (SSLF), 978-3-942949-11-8 (2016)
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L’objet-langue et l’appropriation dans un cadre institutionnel : une approche « raisonnée » des acquisitions syntaxiques en allemand L2
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In: ISSN: 1638-5748 ; EISSN: 1638-573X ; CORELA - COgnition, REprésentation, LAngage ; https://hal.archives-ouvertes.fr/hal-02063702 ; CORELA - COgnition, REprésentation, LAngage, CERLICO-Cercle Linguistique du Centre et de l'Ouest (France), 2015, ⟨10.4000/corela.3895⟩ (2015)
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Usage et appropriation de L2 dans le cadre scolaire : les tâches comme moyen d’action, support d’apprentissage et dispositif de recueil
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In: Langues - Cultures - Sociétés : Interrogations didactiques ; https://hal.archives-ouvertes.fr/hal-02456088 ; Langues - Cultures - Sociétés : Interrogations didactiques, Paris 3 - Sorbonne Nouvelle - DILTEC (EA 2288), Jun 2012, Paris, France (2012)
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