Multimodal approach to two types of oral tasks in face-to-face and distance learning in L3 (french)

[EN] This article is at the crossroads of the fields of computer-mediated oral interaction and Task-Based Language Teaching (TBLT) in foreign language learning. From an experimental study, we aim to analyse the effects of a videoconferencing environment in the production of two types of learning tasks (jigsaw and ranking) in French (L3) from the perspective of verbal communication and nonverbal communication.[FR] La présente contribution s’inscrit au croisement des champs de la description de l’interaction orale à distance et de l’apprentissage par tâches (TBLT) dans l’enseignement des langues étrangères. À partir d’une étude expérimentale, nous nous proposons d’analyser l’impact du dispositif visiophonique en ligne sur la réalisation de deux types de tâches pédagogiques (jigsaw et ranking) en langue française (L3) du point de vue de la communication verbale et la communication non verbale.Delgar-Farrés, G. (2017). Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français). Revista de Lingüística y Lenguas Aplicadas. 12:23-32. doi:10.4995/rlyla.2017.6542.SWORD233212Chun, D., Kern, R., & Smith, B. (2016). Technology in Language Use, Language Teaching, and Language Learning. The Modern Language Journal, 100(S1), 64-80. doi:10.1111/modl.12302Cosnier, J. et Brossard, A. (1984). La communication non verbale : co-texte ou contexte ? In : J. Cosnier et A. Brossard (éds.), La communication non verbale. Neuchâtel : Delachaux et Niestlé, 1-29.Cosnier, J. et Develotte, C. (2011). Le face à face en ligne, approche éthologique. In : C. Develotte, R. Kern et M.-N. Lamy (éds.), Décrire la conversation en ligne. Le face à face distanciel. Lyon : ENS Éditions, 27-50.Delgar Farrés, G. (2015). L'interaction orale en présentiel et à distance : une étude de cas en classe de français. Synergies Espagne, 8, 111-122.Develotte, C., Guichon, N., & Kern, R. (2008). «Allo Berkeley ? Ici Lyon… Vous nous voyez bien ?» Étude d’un dispositif de formation en ligne synchrone franco-américain à travers les discours de ses usagers. Alsic, (Vol. 11, n° 2). doi:10.4000/alsic.892Develotte, C., Kern, R. et Lamy, M.-N. (2011). Décrire la conversation en ligne. Le face à face distanciel. Lyon : ENS Éditions.Develotte, C. (2012). L’analyse des corpus multimodaux en ligne : état des lieux et perspectives. SHS Web of Conferences, 1, 509-525. doi:10.1051/shsconf/20120100213Eckerth, J. (2003). Fremdsprachenerwerb in aufgabenbasierten Interaktionen. Tübingen : Narr.Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford : University Press.González-Lloret, M. et Ortega, L. (2014). Technology-mediated TBLT. Researching Technology and Tasks. Amsterdam/Philadelphia : John Benjamins Publishing Company.HAMPEL, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(01), 105. doi:10.1017/s0958344006000711Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2), 116-137. doi:10.1017/s095834401200002xKeim, L. et Tortadès, À. (2015). Comparación de la interacción oral de estudiantes de alemán L3 presenciales y online en una tarea de aula. RIED. Revista Iberoamericana de Educación a Distancia, 18/2, 325-353.Kerbrat-Orecchioni, C. (2011). Conversations en présentiel et conversations en ligne : bilan comparatif. In : C. Develotte, R. Kern et M.-N. Lamy (éds.), Décrire la conversation en ligne. Le face à face distanciel. Lyon : ENS Éditions, 173-195.Kern, R. (2014). Technology asPharmakon: The Promise and Perils of the Internet for Foreign Language Education. The Modern Language Journal, 98(1), 340-357. doi:10.1111/j.1540-4781.2014.12065.xLai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A Critical Review. CALICO Journal, 28(2), 498-521. doi:10.11139/cj.28.2.498-521Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language training. In: K. Hyltenstam et M. Pienemann (éds.), Modelling and assessing second language acquisition. Clevedon : Multilingual Matters.Marcelli, A., Gaveau, D., & Tokiwa, R. (2005). Utilisation de la visioconférence dans un programme de FLE : tâches communicatives et interactions orales. Alsic, (Vol. 8, n° 3). doi:10.4000/alsic.354Pica, T., Kanagy, R. et Falodun, J. (1993). Choosing and Using Communication Tasks for Second Language Instruction and Research. In : G. Crookes et S. Gass (éds.), Tasks and Language Learning. Integrating Theory and Practice. Clevedon : Multilingual Matters, 9-34.Robinson, P. (2005). Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design. IRAL - International Review of Applied Linguistics in Language Teaching, 43(1), 1-32. doi:10.1515/iral.2005.43.1.1Robinson, P. (Ed.). (2011). Second Language Task Complexity. Task-Based Language Teaching. doi:10.1075/tblt.2Rubio, F., Thoms, J. J. (2012). AAUSC 2012 Volume - Issues in Language Program Direction. Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues. Boston : Cengage Learning.Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. doi:10.1057/9780230596429Sauro, S. (2009). Strategic Use of Modality during Synchronous CMC. CALICO Journal, 27(1), 101-117. doi:10.11139/cj.27.1.101-117Seedhouse, P., & Almutairi, S. (2009). A holistic approach to task-based interaction. International Journal of Applied Linguistics, 19(3), 311-338. doi:10.1111/j.1473-4192.2009.00243.xSmith, B. (2003). Computer?Mediated Negotiated Interaction: An Expanded Model. The Modern Language Journal, 87(1), 38-57. doi:10.1111/1540-4781.00177Smith, B. (2004). COMPUTER-MEDIATED NEGOTIATED INTERACTION AND LEXICAL ACQUISITION. Studies in Second Language Acquisition, 26(03). doi:10.1017/s027226310426301xSmith, B. (2010). Employing Eye-Tracking Technology in Researching the Effectiveness of Recasts in CMC. Directions and Prospects for Educational Linguistics, 79-97. doi:10.1007/978-90-481-9136-9_6Stockwell, G. (2010). Effects of multimodality in computer-mediated communication tasks. In : M. Thomas et H. Reinders (éds.), Task-based language teaching and technology. Londres : Continuum, 83-104.Yamada, M., & Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning, 20(1), 37-65. doi:10.1080/09588220601118503Yanguas, I. (2010). Oral computer-mediated interaction between L2 learners: it's about time! Language Learning & Technology, 14/3, 72-93

Development of speech fluency over a short period of time: effects of pedagogic intervention

This study investigates the effects of a short-term pedagogic intervention on the development of L2 fluency among learners studying English for Academic purposes (EAP) at a university in the UK. It also examines the interaction between the development of fluency, and complexity and accuracy. Through a pre-test, post-test design, data were collected over a period of four weeks from learners performing monologic tasks. While the Control Group (CG) focused on developing general speaking and listening skills, the Experimental Group (EG) received awareness-raising activities and fluency strategy training in addition to general speaking and listening practice i.e following the syllabus. The data, coded in terms of a range of measures of fluency, accuracy and complexity, were subjected to repeated measures MANOVA, t-tests and correlations. The results indicate that after the intervention, while some fluency gains were achieved by the CG, the EG produced statistically more fluent language demonstrating a faster speech and articulation rate, longer runs and higher phonation time ratios. The significant correlations obtained between measures of accuracy and learners’ pauses in the CG suggest that pausing opportunities may have been linked to accuracy. The findings of the study have significant implications for L2 pedagogy, highlighting the effective impact of instruction on the development of fluency

L2 development in an intensive Study Abroad EAP context

The current study’s main aim was to examine development of L2 proficiency over a short period of time by adopting an analytic framework that balances out the strengths and limitations of the existing Complexity, Accuracy, Lexis and Fluency (CALF) framework of linguistic measurement. CALF indices and discourse markers were used to analyse development of proficiency among participants on an intensive EAP course in a Study Abroad context. To investigate the differential rates of development in two different task types, gains in various aspects of proficiency were examined. The results suggest that some CALF measures adequately demonstrate L2 development over a one-month period. Discourse markers provide evidence of L2 development beyond CALF, and add a new dimension to investigating and measuring L2 development. The differences in L2 development indicated in monologic and dialogic performances imply that specific measures of analysis are more suitable to characterize development in different task types

Towards a modular language curriculum for using tasks

Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where ‘pure’ task-based teaching may be problematic for various reasons. The article makes a case for a modular curriculum consisting of separate (i.e. non-integrated) task-based and structure-based components. Different curriculum models are considered in the light of what is known about how a second language is learned. The model that is proposed assumes the importance of developing fluency first. It consists of a primary task-based module implemented with focus-on-form (Long, 1991) and, once a basic fluency has been achieved, supported by a secondary structural module to provide for explicit accuracy-oriented work to counteract learned selective attention (N. Ellis, 2006): one of the main sources of persistent error. The article also addresses the content and grading of the task-based and structural modules. It considers the factors that need to be considered in the vertical and horizontal grading of tasks but also points out that, for the time being, syllabus designers will have to draw on their experience and intuition as much as on research to make decisions about how to sequence tasks. An argument is presented for treating the structural component as a checklist rather than as a syllabus so as to allow teachers to address selectively those features that are found to be problematic for their students when they perform tasks

The role of input flood and input enhancement in EFL learners’ acquisition of collocations

The study investigated L2 learners’ acquisition of verb-noun and adjective-noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition

The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

Understanding the relationship between teachers’ use of language in teacher‐led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well‐established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources that informed her interactional practices. The database comprises audiorecordings of TLD from eight lessons, pre‐ and post‐observation interviews, ethnographic field notes from multiple school visits, and repeated ethnographic interviews with the teacher. The results from a close analysis of TLD and a grounded theory analysis of the ethnographic data show that the teacher's future self guides, conceptualized as language teachers’ possible selves (Kubanyiova, 2009), had a critical influence on how she navigated classroom interaction and the L2 development opportunities that arose as a result. The findings offer new insights into the types of professional development opportunities needed to transform teachers’ discourse. By bridging two domains of inquiry—SLA and language teacher cognition—in a single study, this article sets a new research agenda in applied linguistics and responds to calls for increasing its relevance to the real world (Bygate, 2005; Ortega, 2012a)

Feedback und Diagnose beim historischen Lehren und Lernen - Entwicklung eines Vignettentests zur Erfassung professioneller Kompetenz bei angehenden Lehrkräften

Im Bereich der geschichtsdidaktischen Lehr-Lernforschung ergaben sich durch PISA weitreichende Veränderungen. Die Prozesse historischen Lernens, deren Bedingungen und Voraussetzungen, gewannen in der domänenspezifischen Forschung immer mehr an Aufmerksamkeit. Somit stellt sich auch für die Geschichtsdidaktik die Frage, über welches Wissen und Können Geschichtslehrkräfte verfügen, damit sie die Prozesse um das historische Lernen und das Geschichtsbewusstsein bei den Lernenden initiieren, fördern und begleiten können. Das Forschungsanliegen der vorliegenden Arbeit untersucht fachdidaktische Kompetenzstrukturen (in den Konstruktfacette "Feedback geben" und "Diagnostizieren können") angehender Geschichtslehrpersonen an den Pädagogischen Hochschulen Baden-Württembergs

Die Schiedsperson nach § 73b Abs. 4a SGB V: Einsetzung, Verfahren, Schiedsspruch:Unter Einbeziehung von Überlegungen zur Übertragbarkeit der Erkenntnisse auf weitere sozialrechtliche Schiedspersonen

2003 schuf der Gesetzgeber im Rahmen des GKV-Modernisierungsgesetzes die hausarztzentrierte Versorgung in der gesetzlichen Krankenversicherung. Zur Sicherstellung des Angebots dieser Versorgungsform bedarf es des Vertragsschlusses zwischen Gemeinschaften von Hausärzten und Krankenkassen. Um einen vertragslosen Zustand zu verhindern, legt § 73b Abs. 4a SGB V fest, dass im Falle der Nichteinigung eine Schiedsperson den Vertrag festzusetzen hat. Die Figur der Schiedsperson stellt dabei eine neuere Erscheinung dar. So verwundert es nicht, dass die neu geschaffene Regelung zahlreiche zu klärende Rechtsfragen birgt. Das Werk untersucht die Schiedsperson nach § 73b Abs. 4a SGB V umfassend und beleuchtet das Verfahren von der Einsetzung bis zum Schiedsspruch. Ergänzt wird die Arbeit mit Überlegungen, inwiefern sich die gewonnenen Erkenntnisse auf andere sozialrechtliche Schiedspersonen übertragen lassen. Das Werk richtet sich an Leser aus der Wissenschaft und der Praxis

Systemplanung flexibel automatisierter Demontageanlagen

Die innerhalb der EU anfallende Menge an Elektronikschrott wird auf einen zweistelligen Millionenbetrag an Jahrestonnen geschätzt, der sich binnen der nächsten Dekade verdoppeln wird. Aus diesem Grund soll die ökologisch wirksame Kreislaufführung elektronischer Produkte forciert werden. Ein Teilaspekt dieser Kreislaufführung liegt innerhalb der Demontage der Produkte, welche sich als Transformationsprozeß versteht, dessen materielle Eingangsgröße ein Vielstoffprodukt ist und dessen Ausgangsgrößen Fraktionen bilden, die nachgelagerten Prozessen zugeführt werden. Die momentan hauptsächlich manuellen Zerlegetätigkeiten sollen zukünftig automatisiert durchgeführt werden. Vor diesem Hintergrund wird in diesem Buch die Konzeption und Umsetzung einer roboterbasierten automatisierten Demontageanlage beschrieben, welche aufgrund sensorischer Systeme zustandsflexibel den Zerlegeprozeß steuert und dadurch den prozeßsicheren Einsatz der Bewegungsautomaten gewährleistet. Als Demonstrationsobjekt dienen Bildschirmgeräte. Die zu demontierende Produktgruppe wird einer Analyse hinsichtlich Aufbau und manuellem Demontageprozeß unterzogen. Eine Wirtschaftlichkeitsbetrachtung zeigt, daß der Demontagevorgang mit dem Herauslösen der Bildröhre enden sollte. Mit der Methodik des Teileverbindungsgraphen werden wichtige Randparameter einer Demontage identifiziert und automatisierte Zerlegesequenzen entworfen. Mit den Mitteln der Konfigurations-, Aktions-, und Layoutplanung werden zwei Anlagenvarianten konzipiert. Die Auswahl einer Variante erfolgt vor dem Hintergrund der prozeßsicheren Handhabung der Bildröhre und kürzerer Prozeßnebenzeiten. Abschließend wird die Umsetzung des Konzeptes dargestellt. Dabei wird insbesondere auf die eingesetzte Sensorik, die gewählte Steuerungsstruktur und die Aktorik eingegangen. Das Zusammenspiel der Systemkomponenten wird durch Beschreibung eines Demontageablaufes dokumentiert