A collaborative approach to network-based language learning in the case of English for Specific Purposes (English for biologists)
Identifieur interne : 000729 ( France/Analysis ); précédent : 000728; suivant : 000730A collaborative approach to network-based language learning in the case of English for Specific Purposes (English for biologists)
Auteurs : Cédric Sarré [France]Source :
Descripteurs français
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English descriptors
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Abstract
This action-research aims at exploring the potential of Computer-Mediated-Communication for the distance teaching and learning of English for Specific Purposes (ESP). The main objective is to help learners specializing in life sciences build their interactional competence in L2 English through computer-mediated telecollaboration. The main hypothesis of this research is that interactional competence in L2 can be developed through computer-mediated telecollaboration. The research questions that were asked are to know to what extent computer-mediated telecollaboration can help learners build their interactional competence and what impact task types and CMC modes have on the development of this competence. In order to answer these questions, learner-to-learner interactions that took place during the completion of collaborative tasks using three different CMC modes -- text chat, desktop videoconferencing and discussion board -- were studied. The comparative analysis of these interactions made it possible to highlight key differences in the impact of CMC modes and task types in the development of interactional competence, and to determine how acquisition-rich the overall online module and the different interactions in particular really are. The limits and strengths of the module thus revealed, new proposals are made to increase its potential for developing interactional competence.
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Hal:tel-00566282Le document en format XML
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The main objective is to help learners specializing in life sciences build their interactional competence in L2 English through computer-mediated telecollaboration. The main hypothesis of this research is that interactional competence in L2 can be developed through computer-mediated telecollaboration. The research questions that were asked are to know to what extent computer-mediated telecollaboration can help learners build their interactional competence and what impact task types and CMC modes have on the development of this competence. In order to answer these questions, learner-to-learner interactions that took place during the completion of collaborative tasks using three different CMC modes -- text chat, desktop videoconferencing and discussion board -- were studied. The comparative analysis of these interactions made it possible to highlight key differences in the impact of CMC modes and task types in the development of interactional competence, and to determine how acquisition-rich the overall online module and the different interactions in particular really are. The limits and strengths of the module thus revealed, new proposals are made to increase its potential for developing interactional competence.</div></front></TEI><affiliations><list><country><li>France</li></country><region><li>Haute-Normandie</li><li>Région Normandie</li></region><settlement><li>Le Havre</li></settlement><orgName><li>Université du Havre</li></orgName></list><tree><country name="France"><region name="Région Normandie"><name sortKey="Sarre, Cedric" sort="Sarre, Cedric" uniqKey="Sarre C" first="Cédric" last="Sarré">Cédric Sarré</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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