NOUVELLES TECHNOLOGIES, NOUVELLES PRATIQUES D’ECRITURE ? Le point de vue d’étudiants universitaires en FLE(S)

peer reviewedThe digital revolution and the development of new technologies of communication are dramatically changing language learning practices but also writing practices, whether in one’s mother tongue, in a second language or in a foreign language. In the framework of international research based on the development of writing ability among students of a second language or a foreign language in the university context, we have sought to better understand the way in which the relationship to writing (Barré de Miniac, 1997; Blaser and Chartrand, 2010) is constructed by these students in this new era. This article is intended to share the results of a survey conducted among some 200 students of French as a second language or a foreign language in four contrasting geographical and linguistic contexts. After a description of the ways in which students claim to use these new technologies at the university, we will analyze their use of ICTS when writing longer texts in an academic setting. Next, we will look into the functions served by the Internet at every step of the writing process, i.e. the different stages of planning, drafting and revising (Hayes et Flower, 1980). Finally, we will consider the kinds of tools used for the drafting of these various pieces of writing

La communication écrite médiée par les technologies (CEMT) en contexte universitaire : un défi pour les enseignants de FLE/S

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Les TICE dans les approches interculturelles en classe de FLE/S : Leviers ou obstacles dans l’apprentissage de l’écrit ? Pratiques déclarées et représentations d’enseignants de FLE/S en contexte universitaire

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