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Pédagogie du numérique en anglais L2 dans l'enseignement secondaire professionnel : reconstruire, remotiver, remédier

Abstract : The 21st century is commonly known as the “digital age”. Information technology has become a defining component of a new generation of learners, the so-called “digital natives”. Massive investment in digital learning equipment for schools has become a priority to meet the rising demands of society. Digital technologies, initially intended to supplement traditional course book instruction are fast replacing printed books altogether. Instant access to (mostly) authentic language material is a definite asset for developing linguistic skills and implementing the action-based approach prescribed by the Common European Framework of Reference for Languages. However, learner ability does not necessarily match all requirements for processing input from the Internet. Educators who believe in the added value of information technology in language pedagogy should therefore consider more carefully the actual cognitive capacities and cognitive engagement shown by learners when exposed to rich stimulus. For digital devices to become efficient pedagogical tools in language pedagogy, learner ability, teaching strategies, and technological implements must be mutually adjusted and integrated within a consistent framework. Although hypermedia is attractive, non-linear and interactive, it is essential to verify that learners do possess the skills and efficiency to process the information obtained from hypertext documents. Information processing is indeed a major challenge since it involves not only searching and retrieving relevant pieces of information, but requires some cognitive processing—a semantic construction within working memory. The perspective adopted here is thus multidisciplinary, with multiple references to linguistics, education, psycholinguistics, and cognitive science. Also needed are an overview of the various digital devices available and an assessment of their true relevance to language pedagogy. As a professional EFL teacher working in a vocational school, I consider digital technologies to be precious in motivating and engaging learners. The secondary school students involved in the current research study usually show little concern for language learning in the first place. The practical issue can thus be framed as “How can the use of tablets engage them as learners and favourably alter their conceptions of the second language?” To answer this question, a pre-test is set up to form preliminary hypotheses on degrees of cognitive engagement in the language classroom whenever digital devices are put to pedagogical use. The concrete, situated use of tablets is observed, their playful nature and expected contribution to motivation assessed. Learning attitudes and the ability to process information are subject to close scrutiny. At this preliminary stage, methods remain largely intuitive, and the activities or learning processes not strictly characterized. A more structured experiment setup must thus be created, based on more established criteria of action-research, the details and results of which are analysed in this dissertation.
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Philippe Féréol. Pédagogie du numérique en anglais L2 dans l'enseignement secondaire professionnel : reconstruire, remotiver, remédier. Linguistique. Université Michel de Montaigne - Bordeaux III, 2016. Français. ⟨NNT : 2016BOR30018⟩. ⟨tel-01394038⟩

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