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« Impliquer » l'élève dans les cours de langues. Pourquoi et comment un tel projet dans le contexte polonais actuel ?

Abstract : On the one hand, democracy and market economy have changed the concept of powerin Poland and they thereby ask for a new positioning of the teacher-researcher. On the otherhand, neurobiology sheds new light on the way an individual functions in a group, and oninformation processing during learning.The study of the Polish educational context authorizes a wider implementation oflearner-centered rather than teacher-centered classroom practices, while paying attention tothe learner's social and emotional needs.The project, realized in the action-research framework, aims at involving the studentthrough an environment called : Limited Liability Discussion (LLD). Thanks to thisenvironment, the learner has a chance to choose (reference documents, discussion group,speaking out and its duration); he also has an opportunity to be in a situation with a certainlevel of responsibility (choice of a topic and management of the discussion).The analysis of speaking out in a group has established a connection betweenempowerment and the increase in oral production in the majority of the described cases. Theresults of the analysis have also emphasized specific behaviour of self-limitation in speakingin the case of "responsible" learners who, as participants, were usually very active. Apart fromlanguage acquisition gains, this research highlights learner attitudes to work and authority.The thesis opens on Information and Communication Technologies (ICT) which solvesome of the problems connected with the proposed environment, but at the same time raisenew questions, related to interaction in a group as well as assessment.
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Magdalena Szczepanik. « Impliquer » l'élève dans les cours de langues. Pourquoi et comment un tel projet dans le contexte polonais actuel ?. Linguistique. Université de la Sorbonne nouvelle - Paris III, 2012. Français. ⟨NNT : 2012PA030026⟩. ⟨tel-00839589⟩

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