De l'activité communicative à l'activité sociale en ligne : exploiter les réseaux sociaux pour élargir le cadre social de la classe de langue.

Abstract : On the basis of the CEFR which suggests a task based approach (Nunan, 1999; Ellis, 2003; Bygate & Samuda, 2008), language teaching has recently questioned the arguments of activity theory and social action aimed at training a social actor in a foreign language (Puren, 2009, Springer, 2009). However, the actional goal can not be truly achieved if we reproduce the formal traditional group-class settings in online collaborative learning contexts (Dillenbourg et al., 2003, Nissen 2003). To enable the learner to develop skills to act effectively through the foreign language in social and professional life contexts, it is necessary to provide them with opportunities to participate in social communities. Therefore, the development of a social dynamic approaching that of virtual communities in institutional settings by establishing links between the group of learners and social networks related to language learning can be a real issue. It is then to study the social dynamics at work in this type of community (Wenger, 1998), particularly through the study of social dynamics generated by online language learning tasks (Grosjean, 2007; Thircuir-Dejean, 2008).
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Ali Pakdel, Claude Springer. De l'activité communicative à l'activité sociale en ligne : exploiter les réseaux sociaux pour élargir le cadre social de la classe de langue.. Eurocall 2010 : « Languages, cultures and virtual communities »., Sep 2010, Bordeaux, France. ⟨edutice-00536045⟩

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