Didactique de l’anglais : le domaine, la tâche et les technologies

Contextes pour l’enseignement-apprentissage des langues

  1. introduction
  2. contextes pour l’acquisition-apprentissage
  3. la tâche dans l’enseignement-apprentissage
  4. la pratique enseignante et les technologies
  5. conclusions

Travaux

Publications récentes

Recherches sur l’intégration des technologies

References

Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148
Beauchamp, G. (2004). Teacher Use of the Interactive Whiteboard in Primary Schools: towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327-348.
Burns, A. (2005). Action research: An evolving paradigm?Language teaching, 38(2), 57-74.
Chapelle, C. (2014). Arguments for technology and language learning. Plenary talk, EuroCALL 2014, Groningen, Netherlands.
Colpaert, J. (2014). Teacher education and ICT integration: Reassuring lies versus inconvenient truths. EuroCALL Teacher Education Workshop, Nice.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319-340.
Gibson, J. J. (1977). The theory of affordances. Hilldale, USA.
Hennessy, S., & London, L. (2013). Learning from International Experiences with Interactive Whiteboards: The Role of Professional Development in Integrating the Technology (No. 89). OECD Publishing.
Hulstijn, J. H., Young, R. F., Ortega, L., Bigelow, M., DeKeyser, R., Ellis, N. C., & Talmy, S. (2014). Bridging the gap. Studies in Second Language Acquisition, 36(3), 361-421.
Jewitt, C., Moss, G., & Cardini, A. (2007). Pace, interactivity and multimodality in teachers’ design of texts for interactive whiteboards in the secondary school classroom. Learning, Media and Technology, 32(3), 303-317.
Jordan, G. (2004). Theory construction in second language acquisition. New York: Benjamins.
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
Long, M. (2014). Second language acquisition and task-based language teaching. Oxford: Wiley.
Macaire, D. (2007). Didactique des langues et recherche-action. Les Cahiers de l’Acedle, 4, 93-120.
Mémet, M. (2013). Historique de l’ASP. Asp. http://asp.revues.org/607.
Narcy-Combes, M.-F. (2008). Conflits de représentations et adaptation des dispositifs d’enseignement/apprentissage. Recherche et pratiques pédagogiques en langues de spécialité. Cahiers de l’Apliut, 27(1), 32-50.
Ortega, L. (2014). Multiple Understandings, Hopeful Commensurabilities. In Hulstijn et al., Bridging the gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching. Studies in Second Language Acquisition, 36(3), 361-421.
Taillefer, G. (2013). Avant-propos, Recherche et pratiques pédagogiques en langues de spécialité 32(3) http://apliut.revues.org/3838
Tardieu, C. (2008). Place de la didactique dans l’anglistique ». Journée d’étude SAES Caractéristiques et fonctions de la didactique de l’anglais, IUFM de Paris. http://ardaarda.canalblog.com/archives/colloques_et_journees_d_etude/index.html

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