Intégration d'un outil informatique dans l'enseignement du niveau intermédiaire d'espagnol à l'Université de Technologie de Compiègne
This article presents an Internet site for non-specialist students working on Spanish grammar, designed to encourage their autonomy. The Internet site is intended as a complement to regular classes and to the conventional tools already made available to these students. By offering a choice of learni...
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| Main Author: | |
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2002-12-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/2086 |
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| Summary: | This article presents an Internet site for non-specialist students working on Spanish grammar, designed to encourage their autonomy. The Internet site is intended as a complement to regular classes and to the conventional tools already made available to these students. By offering a choice of learning paths in which learner autonomy is involved in several different ways, the designers seek to help students to acquire or to reinforce aspects of the declarative knowledge that they need to have mastered in order to perform language tasks during regular classes. In comparison to conventional media (such as books), an Internet site allows the provision of clues and formative individualized feedback in order to facilitate autonomous learning. Following the presentation of some of the psycholinguistic aspects upon which our theoretical reflections are based we briefly describe the learning context and explain the reasons that led us to imagine this tool, then we specify the potential function of such a tool in the educational and learning system. Having illustrated the way this tool could be used (through learning paths and stages), we finally describe the implementation of a test version of the tool, limited to conjugation learning and practice. We conclude that in spite of its limitations, this Internet site has allowed us to determine how the learners perceive such a tool and how they use it. |
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| ISSN: | 1286-4986 |