%0 Journal Article
%T Classification des apports d¡¯Internet ¨¤ l¡¯apprentissage des langues Classification of the Internet Contribution to Language Learning
%A Fran£¿ois Mangenot
%J ALSIC : Apprentissage des Langues et Syst¨¨mes d'Information et de Communication
%D 1998
%I ADALSIC
%R 10.4000/alsic.1515
%X Cet article tente de classer les apports d¡¯Internet ¨¤ l¡¯enseignement/apprentissage des langues en partant de l¡¯approche centr¨¦e sur la tache. Les exemples sont emprunt¨¦s au FLE. L¡¯unit¨¦ classificatoire, appel¨¦e "ressource", n¡¯est pas constitu¨¦e simplement de ce que l¡¯on trouve sur Internet (contenus des "pages" et sites, canaux de communication) mais cherche aussi ¨¤ prendre en compte, en les distinguant, l¡¯activit¨¦ de l¡¯enseignant et celle de l¡¯apprenant. Selon que l¡¯on consid¨¨re l¡¯une ou l¡¯autre des deux facettes d¡¯Internet, l¡¯information ou la communication, ressortent alors deux notions : concernant la recherche d¡¯informations, on consid¨¨re qu¡¯il est fondamental que celle-ci soit guid¨¦e par des taches ; concernant la communication, c¡¯est la notion de projet qui est ¨¦voqu¨¦e. This paper attempts to classify the contribution of the Internet to language teaching and learning. The approach is task-oriented and the examples use French as a Foreign Language. It is shown that the definition of a classifying unit, or "resource", should take account not only of the contents of the Internet (Web Pages, Web sites and communication tools), but should also consider what the teacher or learner are to do with these resources. From both aspects of the Internet, information and communication, arise two important concepts, those of task and project. The best way for the teacher to guide the search of information consists in giving students a task ; designing projects will avoid ¡¯empty¡¯ communication.
%K Internet
%K Multimedia
%K communication
%K task
%K communicative approach
%K Internet
%K multim¨¦dia
%K communication
%K tache
%K Pratique et recherche
%U http://alsic.revues.org/pdf/1515