%0 Journal Article
%T Traitement de la comp¨¦tence phonologique dans un dispositif hybride d¡¯enseignement/apprentissage de l¡¯anglais langue ¨¦trang¨¨re aupr¨¨s d¡¯un public LANSAD : consid¨¦rations p¨¦dagogiques pour un tutorat ¨¤ distance Promoting EFL phonological skills in a blended learning environment: pedagogical considerations for online tutoring practices amongst non specialist students
%A C¨¦dric Brudermann
%J Recherche et Pratiques P¨¦dagogiques en Langues de Sp¨¦cialit¨¦ : Cahiers de l'APLIUT
%D 2011
%I Association des Professeurs de Langues des IUT (APLIUT)
%R 10.4000/apliut.619
%X Cet article se propose de revenir sur les consid¨¦rations p¨¦dagogiques tir¨¦es d¡¯une recherche-action men¨¦e ¨¤ l¡¯Institut Universitaire de Formation des Ma tres de Perpignan durant l¡¯ann¨¦e universitaire 2007-2008 aupr¨¨s d¡¯¨¦tudiants LANSAD (candidats au concours de Professeurs des ¨¦coles) investis dans un dispositif hybride d¡¯enseignement/apprentissage de l¡¯anglais langue ¨¦trang¨¨re. Les donn¨¦es recueillies ont soulign¨¦ la n¨¦cessit¨¦ de concevoir des outils en ligne pour r¨¦pondre, autant que faire se peut, aux besoins des ¨¦tudiants, lors de la r¨¦alisation de taches orales ¨¤ distance. Une recherche-action est en cours ¨¤ l¡¯UPMC-Paris 6 pour d¨¦terminer l¡¯impact de pratiques tutorales ¨¤ distance incorporant ces outils sur leur comp¨¦tence phonologique en anglais langue ¨¦trang¨¨re. This article deals with the pedagogical considerations drawn from action research carried out during the academic year 2007-2008 in a French teacher training institute (IUFM). In this study, online tutoring practices were put into practice in a blended learning environment to enable primary school teachers in training to improve their phonological skills. The object was to investigate their needs when performing off-site oral tasks. The data collected showed that online tools targeting specific problems had to be designed to guide them through the completion of these tasks. Action research is currently in progress amongst non specialist students in a French university (UPMC-Paris 6) to evaluate the potential of tutorial practices featuring online tools on their phonological skills in English.
%K task
%K online phonological backup
%K blended learning environment
%K action research
%K non specialist students
%K ICT
%K Information and Communication Technology
%K recherche-action
%K dispositif hybride
%K tache
%K rem¨¦diation phonologique ¨¤ distance
%K LANSAD
%K langues pour sp¨¦cialistes d¡¯autres disciplines
%K TIC
%K technologies de l¡¯information et de la communication
%U http://apliut.revues.org/619