Digital Writing in French as a Foreign ...
Type de document :
Compte-rendu et recension critique d'ouvrage
Titre :
Digital Writing in French as a Foreign Language Handbooks : Exploring the Tasks and Challenges
Auteur(s) :
Rosen-Reinhardt, Evelyne [Auteur]
Théodile-CIREL
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Hamez, Marie-Pascale [Auteur]
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Théodile-CIREL
Théodile-CIREL
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Hamez, Marie-Pascale [Auteur]
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Théodile-CIREL
Titre de la revue :
Journal of Subject Didactics
Pagination :
47-59
Date de publication :
2017
ISSN :
2466-4596
Discipline(s) HAL :
Sciences de l'Homme et Société/Education
Sciences de l'Homme et Société/Linguistique
Sciences de l'Homme et Société/Linguistique
Résumé en anglais : [en]
This research focuses on the teaching of French as a Foreign Language (FFL) and seeks to analyse the types of writing tasks proposed, notably those that concern digital writing, as well as the challenges encountered in a ...
Lire la suite >This research focuses on the teaching of French as a Foreign Language (FFL) and seeks to analyse the types of writing tasks proposed, notably those that concern digital writing, as well as the challenges encountered in a corpus of seven sets of FFL training materials published between 2010 and 2016. We attempt to respond to the following question: How are Web 2.0. technologies integrated into the writing tasks in the corpus of these handbooks? We first analyse the digital writing tasks proposed before assessing how they are integrated within actual lessons. We then evaluate the objectives of these writing tasks. The analysis of the 101 writing instructions reveals that learners are invited to carry out 88 simulated digital writing tasks (instead of “real life” and multimodal tasks). At a time when learners are living in a world of multimodal texts, authors of FFL handbooks have not yet begun to take into account available research findings relative to the relationship between literacy and digital technology to implement, within FFL classes, digital writing lessons that take all these dimensions into account.Lire moins >
Lire la suite >This research focuses on the teaching of French as a Foreign Language (FFL) and seeks to analyse the types of writing tasks proposed, notably those that concern digital writing, as well as the challenges encountered in a corpus of seven sets of FFL training materials published between 2010 and 2016. We attempt to respond to the following question: How are Web 2.0. technologies integrated into the writing tasks in the corpus of these handbooks? We first analyse the digital writing tasks proposed before assessing how they are integrated within actual lessons. We then evaluate the objectives of these writing tasks. The analysis of the 101 writing instructions reveals that learners are invited to carry out 88 simulated digital writing tasks (instead of “real life” and multimodal tasks). At a time when learners are living in a world of multimodal texts, authors of FFL handbooks have not yet begun to take into account available research findings relative to the relationship between literacy and digital technology to implement, within FFL classes, digital writing lessons that take all these dimensions into account.Lire moins >
Langue :
Anglais
Vulgarisation :
Non
Source :