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Comment les TICE ont changé ma façon d'enseigner

Comment les TICE ont changé ma façon d'enseigner | TELT | Scoop.it

Plutôt que de répondre à la question: "Pourquoi est-ce que j'utilise les TICE?" je préfère répondre à la question: "Comment est-ce que j'utilise les TICE?"
Il me semble qu'en présentant les différents outils et leurs rôles pédagogiques dans mon cours, la réponse à la première question va émerger plus sûrement et plus concrètement que par un long discours pétri de bonnes intentions


Via Mila Saint Anne, Laurent Blanquer
Shona Whyte's insight:

Celia Guerrieri, enseignante de français dans l'Académie de Nice, explique l'évolution de sa pratique de classe à l'aide des outils TICE : traitement de texte, iPad, vidéoprojection avec feutre ... "un moyen mais pas une fin."

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TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Qu’est-ce qui s’est passé ? Des questions stéréotypées chez les apprenants du français

Qu’est-ce qui s’est passé ? Des questions stéréotypées chez les apprenants du français | TELT | Scoop.it
Despite a good command of the grammar and the pronunciation of one’s second language, a non-native speaker often remains identifiable by his way of formulating his utterances, which do not necessarily correspond to those formulations found to be natural by native speakers of his new language. Difficulties associated with what Bardovi-Harlig (2009) called conventional expressions are most particularly found in the area of pragmatics, and these difficulties have attracted more and more interest from researchers in second language acquisition. The current article contributes to this research trend with an examination of a corpus constiting of responses to a discourse completion task completed by native speakers of French and Anglophone learners of French, with the goal of identifying those linguistic sequences preferred by the two groups in their realization of the speech act of questionning. The results reveal important differences between the natives’ and nonnatives’ use of linguistic stereotypes in formulating questions. In particular, the nonnatives tend to establish a one-to-one association between a linguistic string and a type of question.
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Prononcer les langues : appel à contribution

Prononcer les langues : appel à contribution | TELT | Scoop.it
Le numéro est à paraître en mai 2019. Les résumés (3 pages) sont à envoyer avant le 1er avril 2018 aux adresses suivantes : gregory.miras@univ-rouen.fr ; laurence.vignes@univ-rouen.fr
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Language teachers’ perceptions on the use of OER language processing technologies in MALL

(2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning. Ahead of Print.
Shona Whyte's insight:
Survey by Perez Paredes and colleagues suggests  FL teachers in UK and Spain support technology mediated learning in theory more than in practice, particularly with respect to mobile devices and more sophisticated corpus tools
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