299 research outputs found
Faire varier la présence enseignante dans les séquences de rétroaction corrective synchrone en ligne
No full textInternational audienceLe projet ISMAEL (Guichon, Blin, Wigham, Thou’esny, 2014) vise à étudier le jeu de lamultimodalité (entendue comme la présence simultanée et interactive de différents modessémiotiques dans une situation donnée) dans les interactions d’apprentissage d’une langue étrangère.Le projet de recherche ambitionne de prendre en compte – en sus des ressources ver-bales fortement présentes dans l’enseignement d’une L2, toutes les dimensions modalesd’une situation pédagogique avec l’oral, l’écrit, le visuel mais aussi les gestes, les regards,les postures et les aspects kinésiques. Dans ce panel, il s’agit de comprendre comment,en orchestrant les ressources sémiotiques à leur disposition dans différentes situationsd’interaction pédagogique, les enseignants font varier leur présence en ligne. Dans unpremier temps, nous montrerons comment ils gèrent l’intensité affective dans la relationpédagogique (Nicolas Guichon). Dans un deuxième temps, nous observerons comment ilsrendent plus ou moins saillante la rétroaction corrective (Julie Vidal et Ciara Wigham).Enfin, nous nous interrogerons sur leur gestion des séquences d’explications lexicales (Ben-jamin Holt). Ces communications sont liées à trois différents chapitres dans un ouvrageintitulé"Enseigner l’oral en ligne" édité par Nicolas Guichon et Marion Tellier à paraîtreaux éditions Didier.Le corpus principal pour ce projet s’appuie sur un ensemble de données recueillies (en-registrements vidéo des séances, témoignages, débriefings, etc.) lors d’une formation delangue à distance mettant en lien de futurs enseignants de français langue étrangère deLyon 2 et des étudiants de français à Dublin City University
Faire varier la présence enseignante dans les séquences de rétroaction corrective synchrone en ligne
No full textInternational audienceLe projet ISMAEL (Guichon, Blin, Wigham, Thou’esny, 2014) vise à étudier le jeu de lamultimodalité (entendue comme la présence simultanée et interactive de différents modessémiotiques dans une situation donnée) dans les interactions d’apprentissage d’une langue étrangère.Le projet de recherche ambitionne de prendre en compte – en sus des ressources ver-bales fortement présentes dans l’enseignement d’une L2, toutes les dimensions modalesd’une situation pédagogique avec l’oral, l’écrit, le visuel mais aussi les gestes, les regards,les postures et les aspects kinésiques. Dans ce panel, il s’agit de comprendre comment,en orchestrant les ressources sémiotiques à leur disposition dans différentes situationsd’interaction pédagogique, les enseignants font varier leur présence en ligne. Dans unpremier temps, nous montrerons comment ils gèrent l’intensité affective dans la relationpédagogique (Nicolas Guichon). Dans un deuxième temps, nous observerons comment ilsrendent plus ou moins saillante la rétroaction corrective (Julie Vidal et Ciara Wigham).Enfin, nous nous interrogerons sur leur gestion des séquences d’explications lexicales (Ben-jamin Holt). Ces communications sont liées à trois différents chapitres dans un ouvrageintitulé"Enseigner l’oral en ligne" édité par Nicolas Guichon et Marion Tellier à paraîtreaux éditions Didier.Le corpus principal pour ce projet s’appuie sur un ensemble de données recueillies (en-registrements vidéo des séances, témoignages, débriefings, etc.) lors d’une formation delangue à distance mettant en lien de futurs enseignants de français langue étrangère deLyon 2 et des étudiants de français à Dublin City University
Troisièmes journées scientifiques JS-PUN 2013, Atelier : Langue, langage et pédagogie numérique
No full textTroisièmes journées scientifiques JS-PUN 2013 Atelier : Langue, langage et pédagogie numériqueSi les technologies numériques sont peu à peu intégrées à la pédagogie universitaire, les recherches qui sont menées sur l'usage de ces technologies, leurs apports potentiels et les conséquences de leur usage en termes d'apprentissage et d'enseignement demeurent encore souvent anecdotiques ou bien spéculatives. Cet atelier se focalisera sur deux projets de recherche autour de la pédagogie numérique et les questions qu'ils soulèvent au niveau du langage et de la langue. En effet, tous deux impliquent des dispositifs pluri-sémiotiques (l'accès à des informations dans différentes modalités) et explorent certaines dimensions cognitives (traitement de l'information et interaction) relatives à l'apprentissage du français sur objectif universitaire ou de l'anglais sur objectif professionnel. Ces deux projets ont été choisis parce que les outils technologiques sur lesquels ils portent se situent aux deux pôles extrêmes du continuum des technologies numériques : l'un, le diaporama, est low-tech est largement utilisé à l'université par les enseignants. Le second, les mondes synthétiques (ou virtuels), est high-tech, plus expérimental mais aussi plus confidentiel en termes d'utilisation. Dans les deux cas, une réflexion sur l'innovation dans le cadre d'un enseignement-apprentissage médiatisé par les technologies permettra de dégager les intentions des enseignants en termes de valeur ajoutée. Les présentations aborderont la gestion de la multimodalité et la surcharge cognitive induite pour les étudiants par le biais d'une analyse des pratiques d'étudiants à partir du recueil des traces de leur activité (corpus de prises de notes et corpus de copies d'écran dynamique). Il est en effet postulé que l'observation des effets des usages technologiques sur l'activité et l'apprentissage des étudiants peut ensuite être réinvestie dans la pratique et qu'elle permet de repenser, au moins en partie, les pratiques pédagogiques universitaires. C'est ce dernier point qui jouera un rôle important dans le présent atelier. Déroulement de l'atelier 1. Présentation du projet de recherche sur la prise de notes en contexte universitaire par Chantal Parpette, incluant un moment de mise en situation des participants à l'atelier et une réflexion sur la gestion de la multimodalité et de la polyfocalisation de l'attention. 2. Présentation par Ciara R. Wigham d'une autre situation pédagogique, recourant au monde synthétique Second Life, avec une présentation du corpus : analyse des objectifs et des modalités de mise en œuvre, de la méthode de recherche utilisée et des résultats. 3. Mise en commun visant à faire apparaître les conditions de réussite et de transfert. Animation : Nicolas Guichon (Lyon 2), Elke Nissen (Grenoble 3) Intervenantes : Chantal Parpette (ICAR, Lyon 2), Ciara R. Wigham (LRL, Clermont Université
Digital Language Learning for Young Learners: the transformative potential of virtual exchange
No full textInternational audienceDigital technologies are becoming an integral part of young learner L2 classrooms. Research highlights numerous benefits of digital language learning, including heightened learner motivation and emotional engagement, improved intercultural awareness and autonomy, and increased opportunities for authentic L2 use. While technology-mediated task-based language teaching (TMTBLT) may offer particular benefits for L2 acquisition, its adoption faces several barriers. On a practical level, these include insufficient teacher training and the limited availability of suitable teaching material - a gap that many collaborative initiatives have sought to bridge (European Commission, 2024). Additionally, a key factor hindering pedagogical innovation in this area is the lack of empirical evidence demonstrating the effectiveness of TMTBLT for young learners.After providing an overview of the field of Digital Language Learning for young learners, this paper will pay particular attention to initiatives and results from the RAVEL and E-LIVE projects that explored synchronous virtual exchange in the young learner L2 classroom. I will report on two initial studies (Whyte et al., 2022; Wigham & Clavel Arroitia, in press) that explored teachers’ beliefs about L2 learning and teaching and their specific views of digital language learning and of virtual exchange. Combined with a systematic overview of research studies in digital language learning that focused on YL’s oral production and interaction skills (Sacré et al., 2023), results from the aforementioned studies informed the co-design of tasks for synchronous virtual exchange (Calvez et al., 2022) that were subsequently implemented in young learner classrooms. I will then turn to research studies that analysed the task instantiations in relation to learner autonomy, learners’ use of the target language (discourse), and teacher role (Wigham & Whyte, 2024a; 2024b).The presentation will conclude with a discussion of the transformative potential of virtual exchange within the field of digital language learning to address the evolving needs of culturally-diverse classrooms while equipping young learners with 21st-century communication skills to engage and interact in authentic contexts
LEarning and TEaching corpora (LETEC): data-sharing and repository for research on multimodal interactions
No full textThe number of online environments language teachers can employ is constantly growing, offering increased potential for L2 interaction analysis. However, research cannot necessarily keep up with technology innovation. One danger is that CALL research will reinvent the wheel each time a new technology emerges. To better understand L2 interaction across different environments, Reffay, Betbeder & Chanier (2012) underline the need to share research situations in formats that allow comparisons between interactions in different online environments to be made and that are open-access. In the language-learning domain, learner corpora (Granger, 2004; Meunier et al., 2012) are exploited for SLA research. Frequently comprising data from test situations (Reffay et al., 2008) and used in learner-native speaker comparative studies (Botlon, Carter-Thomas & Rowley-Jolivet, 2012), learner corpora focus on learners' productions and consider neither other course participants (tutors, native speakers) nor the learning context. A LEarning and TEaching Corpus (LETEC) links, following international standards, all elements resulting from an online learning situation (Chanier & Ciekanski, 2010). It comprises a XML "manifest" which describes the corpus' components: the learning design, the research protocol (questionnaires, interview data), the interaction data (audio, textchat, video), all participants' productions and licences relating to ethics and access rights. The XML schema allows interactions from different tools and environments (conceptual map editor, blogs, synthetic worlds...) to be stored and described in a standardized way, facilitating data analysis. Interaction data is included in environment-independent formalisms. Our presentation will introduce the methodology for building a LETEC. Using data from a CLIL (Content and Language Integrated Learning) course which employed the synthetic world Second Life, and analyses into nonverbal and L2 verbal interaction in this environment (Wigham & Chanier, in press; Wigham & Chanier, 2012), we will illustrate how LETEC methodology may help sustain CALL research beyond the hype of the latest online environment
Comparison of Automatic vs. Manual Language Identification in Multilingual Social Media Texts
No full textMultilingual speakers communicate in more than one language in daily life and on social media. In order to process or investigate multilingual communication, there is a need for language identification. This study compares the performance of human annotators with automatic ways of language identification on a multilingual (mainly German-Italian-English) social media corpus collected in South Tyrol, Italy. Our results indicate that humans and Natural Language Processing (NLP) systems follow their individual techniques to make a decision about multilingual text messages. This results in low agreement when different annotators or NLP systems execute the same task. In general, annotators agree with each other more than NLP systems. However, there is also variation in human agreement depending on the prior establishment of guidelines for the annotation task or not
LEarning and TEaching corpora (LETEC): data-sharing and repository for research on multimodal interactions
No full textThe number of online environments language teachers can employ is constantly growing, offering increased potential for L2 interaction analysis. However, research cannot necessarily keep up with technology innovation. One danger is that CALL research will reinvent the wheel each time a new technology emerges. To better understand L2 interaction across different environments, Reffay, Betbeder & Chanier (2012) underline the need to share research situations in formats that allow comparisons between interactions in different online environments to be made and that are open-access. In the language-learning domain, learner corpora (Granger, 2004; Meunier et al., 2012) are exploited for SLA research. Frequently comprising data from test situations (Reffay et al., 2008) and used in learner-native speaker comparative studies (Botlon, Carter-Thomas & Rowley-Jolivet, 2012), learner corpora focus on learners' productions and consider neither other course participants (tutors, native speakers) nor the learning context. A LEarning and TEaching Corpus (LETEC) links, following international standards, all elements resulting from an online learning situation (Chanier & Ciekanski, 2010). It comprises a XML "manifest" which describes the corpus' components: the learning design, the research protocol (questionnaires, interview data), the interaction data (audio, textchat, video), all participants' productions and licences relating to ethics and access rights. The XML schema allows interactions from different tools and environments (conceptual map editor, blogs, synthetic worlds...) to be stored and described in a standardized way, facilitating data analysis. Interaction data is included in environment-independent formalisms. Our presentation will introduce the methodology for building a LETEC. Using data from a CLIL (Content and Language Integrated Learning) course which employed the synthetic world Second Life, and analyses into nonverbal and L2 verbal interaction in this environment (Wigham & Chanier, in press; Wigham & Chanier, 2012), we will illustrate how LETEC methodology may help sustain CALL research beyond the hype of the latest online environment
Pedagogical corpora as a means to reuse research data and analyses in teacher-training
No full textOne methodological challenge faced by CALL research is how to reuse data and analyses in ways that bridge the researcher-teacher gap (Colpaert, 2013). Building on LEarning and TEaching Corpora (LETEC) methodology for structuring data from online learning situations (Reffay et al., 2012; Wigham & Chanier, 2013), this paper presents the notion of pedagogical corpora as a means to foster pre-service teachers' professional development through reflective practice. Guichon and Hauck (2011) identified four different approaches to CALL-based teacher education, including 'confrontation with research findings' and 'action research'. In the first approach, when trainers want students to gain skills in developing online learning situations based on interactive, multimodal environments, they have recourse to the reading of CALL literature disconnected from actual data. In the second approach, pre-service teachers participate in experiments and adopt either the role of learners or tutors. In the latter case, attempts to use the same methodology for both data collection and training purposes are often difficult to manage: trainers face the issue that student materials are often heterogeneous and quickly extracted from the on-going experiment and pre-service teachers may only considering their individual practice. Carefully documented and selected materials from online courses studied in their original context would be very helpful. Pedagogical corpora offer possibilities to observe, examine and explore selected parts of a LETEC with reference to a lead identified within the research analyses performed. These pedagogical leads pertain to areas for enhancing either online L2 communication or interaction management. This paper presents the methodology developed for defining their structure (i.e. ways of extracting interaction data from LETEC and linking them to training tasks). We report on ways in which a pedagogical corpus can be used in teacher-training classrooms. The corpus discussed (Wigham & Chanier, 2013b) focuses on differences in tutor and student perceptions of collaboration in an online ESP course and compares and contrasts reflections from a teaching journal (Lewis, 2006) with interaction tracks from the LETEC corpus (Chanier et al., 2009)
Task repetition and variance in online teachers' instruction-giving: a multimodal (inter)action analysis
No full textInternational audienceDescribed as a semio-pedagogical activity, synchronous online language learning requires socio-affective, pedagogical, semiotic, and technological competencies, including the ability to provide “clear and concise instructions” (Guichon, 2009: 169). Procedural instructions for language tasks are important for several reasons. First, successful task completion “is often predicated on the effectiveness of [the] instructions” (Watson Todd, Chaiyasuk, & Tantisawetrat, 2008: 26). Second, language learning happens in meaning-focused interaction (Nunan, 2004) and instructions offer opportunities for authentic communication (Watson Todd, Chaiyasuk, & Tantisawetrat, 2008). Third, instruction-giving is part of task-based teaching competencies (Raith & Hegelheimer, 2010).In face-to-face contexts, studies have largely drawn on Conversation Analysis to investigate different components of instructions (Markee, 2015), their interactive nature (Somuncu & Sert, in press), and teachers’ verbalisations of written instructions (Ha & Wanphet, 2016). Our understanding, however, of teachers' use of semiotic resources within the complex multimodal affordances of videoconferencing is limited. Indeed, from a multimodal perspective, earlier studies have analysed online teachers’ semio-pedagogical competence (Develotte, Vincent & Guichon, 2010), the way in which a single resource is employed (e.g. gaze, gestures, Wigham, 2017) or largely explored the social or interactive aspects of language learning (Cappellini & Azaoui, 2017, Satar, 2016). The few studies that have examined task instruction-giving from a multimodal perspective have largely been limited to trainee teachers (Codreanu & Combe-Celik, 2012; Cappellini & Combe, 2017; Satar & Wigham, 2017)In this paper, we will present a multimodal (inter)action analysis (Norris, 2019) of screen-recorded lessons to understand variance in an experienced online teacher’s instruction-giving (inter)actions as a result of task repetition. We explore whether higher- and lower-level actions (HLAs and LLAs) in task instructions-as-process differ when the same teacher repeats the same task with two different dyads of University-age learners of B1-B2 CEFR level (Council of Europe, 2001). Lessons were conducted via the videoconferencing platform Skype and adopted TBLT approach to engage learners in authentic language use during a meaningful task and elicit linguistic output (Ellis, 2000). Our analysis for this paper explores a convergent task (information-gap).Our analysis demonstrates that task instructions appear to be more efficient during a second iteration: fewer higher-level actions are employed and, overall, instructions are shorter in length. In terms of lower-level actions, our findings indicate that the teacher uses the same gestures or gesture types across iterations. We will conclude with a discussion of (1) how semiotic misalignment may fragment or distort the shared interactional space and (2) how modal density misalignment can lead to different foregrounding of actions for the teacher and the learners
Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study
No full textInternational audienceOnline language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies explore experienced online teachers' practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004; 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, textchat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice
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