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L'aide à la compréhension dans les environnements multimédias d'apprentissage du français langue étrangère : le rôle de la multimodalité

Abstract : This research work in language science is interested, mainly from a didactic point of view, in the role and the eventual contribution of multimodality as regards aid in the learning of a language, with a view to the conception of multimodal aids in a multimedia environment for French as a foreign language. The theoretic framework defines the notions of learning, aid and multimodality. Our reflections are founded on theories and concepts emanating from different domains : the proximal zone of development taken from Vygotski and social-constructivism, Bruner's scaffolding concept, comprehension models coming from cognitive psychology, the theory of mental load according to Sweller and the model of assorted multimedia learning and its different principles set out by Mayer. Starting out from an inventory and a typology of aids present in a corpus of multimedia learning environments for foreign learners of French, we made a video document accompanied by seven multimodal aids. This collection integrates the Amalia (Multimedia aid to interactive and autonomising language learning) environment, which is for adults of level A1 to B2 and, which is destined to the autonomous comprehension and learning of French as a foreign language. In other words, we are presenting a qualitative research experimentation, whose objective is to get to know, through observation and questioning, precisely which aids the subjects choose, with what intentions and what expectations, what satisfaction and what judgement. Moreover, we asked them to rank the multimodal aids (from the most useful to the least useful). This was to establish fully a gradation of aids proposed to the learner, that's to say, a progressive integration of aids to comprehension tasks.
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Contributor : Laurence Hamon <>
Submitted on : Saturday, May 1, 2010 - 6:22:45 PM
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  • HAL Id : tel-00479670, version 1



Laurence Hamon. L'aide à la compréhension dans les environnements multimédias d'apprentissage du français langue étrangère : le rôle de la multimodalité. Linguistique. Université Blaise Pascal - Clermont-Ferrand II, 2007. Français. ⟨tel-00479670⟩



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