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Intercultural Learning in Pre-mobility Teletandem
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In: ISSN: 2119-5242 ; Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT ; https://hal.archives-ouvertes.fr/hal-02481497 ; Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT, Association des professeurs de langues des Instituts universitaires de technologie (APLIUT), 2020 (2020)
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Alignment during synchronous video versus written chat L2 interactions: A methodological exploration
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In: ISSN: 0267-1905 ; EISSN: 1471-6356 ; Annual Review of Applied Linguistics ; https://hal.archives-ouvertes.fr/hal-02196229 ; Annual Review of Applied Linguistics, Cambridge University Press (CUP), 2019, 39, pp.189-216. ⟨10.1017/S0267190519000072⟩ (2019)
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Abstract:
International audience ; Conversational alignment (i.e., the automatic tendency of interactants to reuse each other's morphosyntactic structures and lexical choices in natural dialogue) is a well-researched phenomenon in native (Pickering & Ferreira, 2008) and to a smaller extent in second language (L2) speakers (Jackson, 2018) as confirmed by many highly controlled lab-based experimental studies investigating face-to-face oral interaction. Only a few studies have explored alignment in more naturally occurring L2 interactions (e.g., Dao, Trofimovich, & Kennedy, 2018), some of them extending the context to written computer-mediated communication (SCMC) (e.g., Michel & Smith, 2018). The current study aimed to address this gap by taking a closer look at alignment in L2 conversations mediated by two different types of SCMC (videoconference vs. text chat). We explored lexical as well as structural alignment in three target languages (Chinese, French, and German) involving interactional partners of different status (L2 peer, L1 peer, and L1 tutor). Results revealed that lexical and structural alignment are both present and observable in different SCMC contexts. From a methodological point of view, we discuss how different analyses suit the data generated by the affordances of the different SCMC contexts in the target languages and argue for a more dynamic and pervasive perspective on interaction.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; accommodation; priming; SCMC; telecollaboration; teletandem
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URL: https://doi.org/10.1017/S0267190519000072 https://hal.archives-ouvertes.fr/hal-02196229
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23 |
Lexical and structural alignment in French-Chinese teletandem
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In: Social CALL: The XXth International CALL Research Conference ; https://hal.archives-ouvertes.fr/hal-02171326 ; Social CALL: The XXth International CALL Research Conference, 2019, Hong Kong, China (2019)
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24 |
Vers un modèle d'évaluation pour l'autonomie en langues. Enjeux, paradoxes et pistes
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-02885840 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2019 (2019)
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25 |
A proposal to study the links between the sociocultural and the linguistic dimensions of eTandem interactions
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In: Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship ; https://hal.archives-ouvertes.fr/hal-02171115 ; Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship, 2019, ⟨10.14705/rpnet.2019.35.945⟩ (2019)
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26 |
The perception and use of multimodality in videoconference-based tutoring for Mandarin Chinese as a foreign language: An eye-tracking case study
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In: Social CALL: The XXth International CALL Research Conference ; https://hal.archives-ouvertes.fr/hal-02171323 ; Social CALL: The XXth International CALL Research Conference, 2019, Hong Kong, China (2019)
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27 |
La formation au tutorat en langues en ligne. Une revue de la littérature et quelques questions ouvertes
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In: Interactions et apprentissages dans les centres de (ressources en) langues ; https://hal.archives-ouvertes.fr/hal-02186865 ; Interactions et apprentissages dans les centres de (ressources en) langues, Nov 2019, Aix en Provence, France (2019)
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28 |
Affordances and discursive positionings in a French-Chinese teletandem
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In: Approaches to Multimodal Digital Environments: from theories to practices ; https://hal.archives-ouvertes.fr/hal-02171295 ; Approaches to Multimodal Digital Environments: from theories to practices, 2019, Rome, Italy (2019)
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29 |
La construction d'un ethos discursif multimodal de futurs enseignants de langue en ligne
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In: Interactions et apprentissages dans les centres de (ressources en) langues ; https://hal.archives-ouvertes.fr/hal-02186880 ; Interactions et apprentissages dans les centres de (ressources en) langues, Nov 2019, Aix en Provence, France (2019)
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30 |
Projet VAPVISIO
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In: 3e Rencontre scientifique de SFERE-Provence ; https://hal.archives-ouvertes.fr/hal-03216313 ; 3e Rencontre scientifique de SFERE-Provence, Oct 2019, Aix-en-Provence, France (2019)
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31 |
Conception d'un outil d'auto-évaluation accompagnée pour l'autonomisation d'apprenants en tandem
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In: Interactions et apprentissages dans les centres de (ressources en) langues ; https://hal.archives-ouvertes.fr/hal-02382923 ; Interactions et apprentissages dans les centres de (ressources en) langues, Nov 2019, Aix en Provence, France (2019)
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32 |
Alignment during Synchronous Video Versus Written Chat L2 Interactions:A Methodological Exploration
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33 |
A proposal to study the links between the sociocultural and the linguistic dimensions of eTandem interactions
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In: Unicollaboration 2018 - Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship ; https://hal-amu.archives-ouvertes.fr/hal-01787190 ; Unicollaboration 2018 - Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship, Apr 2018, Krakow, Poland (2018)
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34 |
Convergences et décalages entre intégration des tablettes en classe de langue au collège et innovation pédagogique. Une étude exploratoire.
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In: Colloque SFERE - Apprentissage et Education; Conditions, contextes et innovations pour la réussite scolaire, universitaire et professionnelle ; https://hal-amu.archives-ouvertes.fr/hal-01766365 ; Colloque SFERE - Apprentissage et Education; Conditions, contextes et innovations pour la réussite scolaire, universitaire et professionnelle, Apr 2018, Marseille, France (2018)
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35 |
Vers des exploitations pédagogiques de la communication exolingue
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In: Campus FLE - ADCUEFE ; https://hal-amu.archives-ouvertes.fr/hal-01821605 ; Campus FLE - ADCUEFE, Jun 2018, Montpellier, France (2018)
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36 |
Synthèse et discussion de Numérique et formation des enseignants de langue – Pistes et imaginairesde Christian Ollivier, Thierry Gaillat et Laurent Puren (dir.)
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In: ISSN: 1286-4986 ; EISSN: 1286-4986 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication ; https://hal.archives-ouvertes.fr/hal-02171335 ; 2018 (2018)
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Une recherche action participative orientée conception sur l’intégration du numérique en milieu scolaire
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In: Usages du numérique en éducation : regards critiques ; https://hal-amu.archives-ouvertes.fr/hal-01739322 ; Usages du numérique en éducation : regards critiques, Mar 2018, Lyon, France (2018)
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38 |
How trainee teachers adapt their pedagogical actions in different telecollaborative environments
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In: EuroCALL 2017 ; https://hal-amu.archives-ouvertes.fr/hal-01561583 ; EuroCALL 2017, Aug 2017, Southampton, United Kingdom (2017)
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39 |
Which model(s) of communicative competence for teletandem interactions?
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In: Apprentissage des Langues et Cultures en Tandem dans l'Enseignement Supérieur ; https://hal-amu.archives-ouvertes.fr/hal-01409738 ; Apprentissage des Langues et Cultures en Tandem dans l'Enseignement Supérieur, Mar 2017, Paris, France (2017)
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40 |
A typology of metacognition: Examining autonomy in a collective blog compiled in a teletandem environment
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In: Learner Autonomy and Web 2.0 ; https://hal-amu.archives-ouvertes.fr/hal-01454878 ; Equinox. Learner Autonomy and Web 2.0, 2, 2017, Advances in CALL Research and Practice ; https://www.equinoxpub.com/home/learner-autonomy/ (2017)
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