Pour un apprentissage actif de la grammaire à travers des outils numériques multimodaux
In this article, we present the results of a pedagogical experiment conducted at the University of South Brittany (Lorient, France) with first-year students in Applied Foreign Languages (LEA), whose native language is French. The objective of this experiment is to introduce French grammar concepts t...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Université Marc Bloch
2024-02-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/7169 |
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| Summary: | In this article, we present the results of a pedagogical experiment conducted at the University of South Brittany (Lorient, France) with first-year students in Applied Foreign Languages (LEA), whose native language is French. The objective of this experiment is to introduce French grammar concepts through an active methodology consisting of four steps: i) conducting documentary research on the selected grammatical topic; ii) presenting the findings of the research in the form of an infographic; iii) creating a podcast related to the infographic; iv) designing a Kahoot questionnaire to be shared with the other students of the group. This process is facilitated by the use of Padlet, a collaborative workspace which enables the collection of the various content produced in each of the four preceding steps. Students are encouraged to utilize multiple digital tools to enhance their metalinguistic skills, as well as other transferable skills such as autonomy, digital literacy, and cooperation. To assess the impact of this multimodal approach to learning grammatical concepts in the students' native language, we instructed the 74 participants involved in the experiment to: (i) produce a narrative text (approximately 350 words) based on a trigger at the beginning of the semester, and take a diagnostic test on the grammar topics to be covered throughout the semester; (ii) take two tests at the end of the semester to evaluate their grasp of the covered language points, and complete a final questionnaire on their pedagogical experience. The data are analyzed using a mixed methods approach, incorporating closed and open-ended questions from the questionnaire. Our pedagogical methodology proves to be compelling on various fronts, as it introduces new strategies for integrating digital tools into language teaching and learning, particularly in the active exploration of grammar and its impact on writing. |
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| ISSN: | 1286-4986 |