Entraîner à la compréhension orale en anglais avec l'outil numérique : les apports du baladeur et des stratégies

Abstract : Listening is a complex language competence, dreadful to French students, whose results are low. In reaction to those difficulties, educational authorities encourage teachers to use digital tools whose advantages are not always clear for teachers. Assuming that students should be trained with learning strategies, particularly metacognitive strategies, this study tried to assess how digital video players could develop listening skills. It relates an experiment which took place in a French high school during a four-month period, with four groups working differently, in order to test the use of digital video players and of explicit listening strategies. The use of digital video players played a role in the motivation of students as it enabled them to be engaged in the activity, which did not necessarily mean they were learning more. Guided work on the video players aimed at developing cognitive and metacognitive strategies, and we observed the way students complied with the guidelines they had been given, as well as the changes introduced in the classroom in terms of interactions. The use of digital video players and strategies had an impact on the students' skills in terms of metacognition and perception, but not on the students' listening performance. Those results question the way listeners should be helped and trained when listening to English texts, and more broadly how to deal with the issue of technology-mediated language learning.
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Pascale Catoire. Entraîner à la compréhension orale en anglais avec l'outil numérique : les apports du baladeur et des stratégies. Linguistique. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCB168⟩. ⟨tel-02144036⟩

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