Abstracts
Résumé
Cet article à visée pédagogique documente la création et la mise en place de tâches de simulation en ligne en classe de langue seconde (L2). Le matériel créé vise à répondre aux défis particuliers des apprenants de français langue seconde de niveau débutant à Montréal. Trois tâches de simulation ont été développées sous un format en ligne sur la plateforme ImmerseMe, afin de préparer ces apprenants à la communication orale dans leur milieu de vie francophone et ainsi de renforcer leur volonté de communiquer en L2 (MacIntyre et coll., 1998) à l’extérieur de la salle de classe. Ce dernier concept étant encore peu présent dans les programmes de formation des futurs enseignants à travers le monde (Gregersen et MacIntyre, 2014), nous proposons dans un premier temps d’en effectuer un bref survol théorique, avant de nous concentrer sur la description des tâches de simulation utilisées pour soutenir la volonté de communiquer en L2, exemples à l’appui.
Mots-clés :
- volonté de communiquer,
- tâches de simulation,
- émotions,
- psychoaffectif
Abstract
This pedagogical article documents the creation and implementation of online simulation tasks in the second language (L2) classroom. The materials created are intended to address the specific challenges of incipient learners of French as a second language in Montreal. Three simulation tasks were developed in an online format on the ImmerseMe platform aiming to prepare such learners for oral communication in their Francophone environment and thus reinforce their willingness to communicate (WTC) in L2 (MacIntyre et al., 1998) outside the classroom. As the WTC concept is still not very present in teacher training programs around the world (Gregersen and MacIntyre, 2014), we propose first to give a brief theoretical overview of it, before focusing on the description of simulation tasks that can be used to support it.
Keywords:
- willingness to communicate,
- simulation tasks,
- emotions
Appendices
Bibliographie
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