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Classification des apports d'Internet à l'apprentissage des langues

Abstract : This paper attempts to classify the contribution of the Internet to language teaching and learning. The approach is task-oriented and the examples use French as a Foreign Language. It is shown that the definition of a classifying unit, or "resource", should take account not only of the contents of the Internet (Web Pages, Web sites and communication tools), but should also consider what the teacher or learner are to do with these resources. From both aspects of the Internet, information and communication, arise two important concepts, those of task and project. The best way for the teacher to guide the search of information consists in giving students a task ; designing projects will will avoid 'empty' communication.
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Contributor : Thierry Chanier Connect in order to contact the contributor
Submitted on : Wednesday, November 5, 2003 - 4:58:08 PM
Last modification on : Friday, May 7, 2021 - 3:26:04 PM
Long-term archiving on: : Monday, March 29, 2010 - 5:49:58 PM


  • HAL Id : edutice-00000175, version 1



François Mangenot. Classification des apports d'Internet à l'apprentissage des langues. Apprentissage des Langues et Systèmes d'Information et de Communication, 1998, 1 (2), pp.133-146. ⟨edutice-00000175⟩



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