Cette recherche étudie l‘utilisation du jeu vidéo pour l’apprentissage des langues étrangères en classe. L’étude porte sur l’intégration de ce support issu de pratiques informelles au contexte formel de la classe de langue. A la fois ludique et à visée d’apprentissage, le ‘jeu vidéo d’apprentissage’ incarne un oxymore, point de tension entre deux pôles, celui du scolaire et celui du jeu. Ce travail se concentre plus spécifiquement sur la notion de ludique. Comment, par le jeu vidéo d’apprentissage, activer une attitude ludique hypothétiquement porteuse d’une implication accrue de l’apprenant, celle-ci menant possiblement à une augmentation et une complexification des productions / interactions en langue étrangère ? Cette recherche s’inscrit dans le cadre du projet Eveil-3D et elle analyse l’accueil fait par un échantillon d’apprenants à deux jeux vidéo d’apprentissage partageant le même scénario mais conçus selon deux modèles différents. Elle a pour objectif d’aboutir tant à un modèle de conception qu’à un modèle de scénario, pensés spécifiquement pour l’apprentissage des langues médiatisées par le jeu vidéo. / This research examines the use of video games in foreign language classrooms. It investigates the integration of this digital medium, originating as an informal leisure activity, in a formal language learning classroom setting. The ‘learning video game’, which refers to both the act of learning and the act of play, can be seen as an oxymoron encompassing seriousness as well as fun. This work focuses on the fun aspect. This work is motivated by the following research question: how can the use of a learning video game foster a playful attitude, hypothetically conducive to a greater involvement of the learner, while also potentially leading to increaseand complexification in student foreign language production and interaction? As a part of the Eveil 3D-project, this study analyses reception from a sample of learners to two learning games which have the same scenario but were completed according to two different game design models. The findings provide both a game design model and a scenario template in order to support foreign language learning through the use of the video game.

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The present study examines and classifies learning activities found in teaching materials of Spanish as a foreign language produced for a Swedish context with the aim of determining to what extent they conform to the functional, action-oriented language view advocated by the Swedish curriculum. Both the distribution of learning activities within receptive, productive and interactive skills, the activity types within each skill, and the theoretical underpinnings of the activities have been studied in four popular coursebooks and two websites for teaching Spanish as a foreign language. The activities analyzed have shown a dominance of the written language even in oral activities. The results have also shown a bias towards more controlled, non-communicative activities with an explicit focus on forms at the expense of freer communicative activities with a primary focus on meaning, known to support language acquisition.

Text in English / The Student Self-Empowerment and Enrichment Programme (SSEEP), formed a resourceful context for this study, which was action-oriented and experience-based. The aim of the SSEEP was to disseminate knowledge, and to create a domain for dialogue that facilitated connection with others and created spaces for the telling and sharing of stories. The philosophy which informed this study was that individuals interpret their experiences and make sense thereof through narratives or stories, which are socially constructed through language. Qualitative research methods were used to interpret the data. Facilitators' and students' experiences in the SSEEP were recorded in field notes, and photographs and 'memory boxes', which were analysed using a hermeneutic method. Personal interviews with four students were analysed using narrative analysis. The purpose of this study was to identify the processes, themes and meanings that contribute to the enhancement of students' personal resources. Facilitators and/ or students co-constructed alternative stories to ones that thwarted their growth, or subjugated them, which led to the creation of new realities that individuals could 'perform', and to recreating themselves in new ways. They could not but be changed by the encounter, and moved from the anonymity of silence to the healing of affirmation through narrative. The promotion of healing, the provision of support or education, and improvement of self-understanding and personal efficacy, were goals that seemed to have been attained. It was also hoped that personal growth would bring life-enhancing contributions to other contexts as well, such as the students' personal, family and community contexts. The guidelines proposed in this study could be of value to those who wish to become involved at grassroots level in designing and implementing their own programmes in the tertiary-education context. They are particularly relevant within present day South Africa taking the diversity of the population into account. / Psychology / D. Litt. et Phil. (Psychology)

A partir d’un dispositif eTandem chinois-français initié et développé par l’Université de Genève (Suisse) et l’Université du Hubei (Chine) sur cinq années, cette thèse aborde deux problématiques : l’ingénierie pédagogique du dispositif et la co-construction des compétences via la réalisation des rôles d’expert et d’apprenant entre les locuteurs natifs et non natifs. D’une part, nous montrons que la conception du dispositif doit prendre en compte l’influence des exigences institutionnelles, des pédagogies et des cultures éducatives sur la motivation, les stratégies et les performances des apprenants. D’autre part, nous analysons de manière fine des interactions au sein de binômes dont les styles d’organisation peuvent varier. Le « projet didactique » sous-jacent à leurs échanges, grâce notamment à son caractère institutionnalisé, mobilise des ressources technologiques et interculturelles en lien avec le processus d’apprentissage. Nous montrons en particulier comment les stratégies de résolution de problèmes (négociation du sens et de la forme) sont prolongées et enrichies par les outils informatiques. / Based on a Chinese-French eTandem course initiated and developed by the University of Geneva (Switzerland) and the University of Hubei (China) over five years, this thesis tackles two issues: instructional design of the course and co-construction of competences through the realization of the roles of expert (native speaker) and learner (non-native speaker). On the one hand, our research shows that the course design should take into account the influence of the institutional requirements, teaching methods and the educational cultures on students’ motivation, strategies, and performance. On the other hand, we analyse interactions between learners, which present varying organisational styles. Thanks to the institutionalisation of the eTandem course, the « didactical characteristics » identified in their interaction mobilizes technological and intercultural resources related to the learning process. We show particularly how problem-solving strategies (negotiation of meaning and form) are extended and enriched by new technologies.

Langue optionnelle, intervenant seulement au niveau de l’université, le français n’attire que peu d’étudiants en Arabie Saoudite, et ses modalités d’enseignement transmissives ne suscitent guère la motivation. Cherchant comment améliorer son enseignement, comment enseigner autrement cette langue, comment initier une pratique vivante de la langue et obtenir des apprentissages durables, nous nous sommes orientée vers la pédagogie du projet. Nous avons ainsi, dans la section féminine de français de l’Université Roi Abdul Aziz, pu tester la faisabilité d’une introduction de cette méthodologie, et mettre à l’épreuve son efficacité dans le cadre d’un projet de promotion de la cuisine du Moyen-Orient. Cette expérimentation a eu lieu au cours du deuxième semestre de l’année 2010-2011 avec douze étudiantes de niveau A2. Inscrit dans une perspective actionnelle, ce projet supposait la réalisation d’un certain nombre de tâches, et intégrait les TIC. Il s’agissait en effet de produire un livret électronique de cuisine et de le diffuser sur des sites culinaires francophones. À l’aune des résultats de cette étude de cas, force est de reconnaître que l’introduction de la pédagogie du projet se heurte, dans ce contexte particulier, à certaines limites (des obstacles dus aux représentations, au contexte socioculturel, au fait qu’il s’agisse pour les apprenantes comme pour l’enseignante d’une expérience inédite, et surtout au manque de temps). Mais, il s’avère également que les étudiantes ont su s’approprier cette nouvelle pédagogie, saisir cette occasion de concrétiser leurs apprentissages, de travailler en équipe, d’apprendre en agissant et de réinvestir leurs compétences non langagières. / In the Kingdom of Saudi Arabia, French is an optional language which is only taught at university. It does not attract a lot of learners specially because its means of teaching does not motivate them. Wishing to promote learning French by teaching it using different methods, in addition to motivate the learners to practice it in a lively and practical way to achieve positive and continuous results, we have chosen the topic of this research and decided to apply our method to the women's section in King Abdul Aziz University to test the possibility and efficacy of utilizing it within the framework of a project to promote the Middle East Cuisine. The practical part of this experiment was implemented in the second term of the academic year 2010/2011 on twelve ‟A2” students. This project aims at accomplishing a number of tasks using Information and Communication Technology. The target is to produce an electronic book for cooking recipes and to publish it at the francophone countries cuisine sites. Analyzing the results of this study, we noticed that implementing this project faced some difficulties regarding the representations of the students, the social and cultural context, the limited time allocated to the experiment and the fact that this experiment is totally novel to both learners and the teacher. Yet, it was perceived that the learners managed to comprehend and fully grasp this new experiment, utilize it and apply the theoretical information that they have attained. They have also learned how to work as a team; they were educated by practice, in addition to using the non-linguistic skills that they have acquired previously.

A partir d’un dispositif eTandem chinois-français initié et développé par l’Université de Genève (Suisse) et l’Université du Hubei (Chine) sur cinq années, cette thèse aborde deux problématiques : l’ingénierie pédagogique du dispositif et la co-construction des compétences via la réalisation des rôles d’expert et d’apprenant entre les locuteurs natifs et non natifs. D’une part, nous montrons que la conception du dispositif doit prendre en compte l’influence des exigences institutionnelles, des pédagogies et des cultures éducatives sur la motivation, les stratégies et les performances des apprenants. D’autre part, nous analysons de manière fine des interactions au sein de binômes dont les styles d’organisation peuvent varier. Le « projet didactique » sous-jacent à leurs échanges, grâce notamment à son caractère institutionnalisé, mobilise des ressources technologiques et interculturelles en lien avec le processus d’apprentissage. Nous montrons en particulier comment les stratégies de résolution de problèmes (négociation du sens et de la forme) sont prolongées et enrichies par les outils informatiques. / Based on a Chinese-French eTandem course initiated and developed by the University of Geneva (Switzerland) and the University of Hubei (China) over five years, this thesis tackles two issues: instructional design of the course and co-construction of competences through the realization of the roles of expert (native speaker) and learner (non-native speaker). On the one hand, our research shows that the course design should take into account the influence of the institutional requirements, teaching methods and the educational cultures on students’ motivation, strategies, and performance. On the other hand, we analyse interactions between learners, which present varying organisational styles. Thanks to the institutionalisation of the eTandem course, the « didactical characteristics » identified in their interaction mobilizes technological and intercultural resources related to the learning process. We show particularly how problem-solving strategies (negotiation of meaning and form) are extended and enriched by new technologies.

La perspective actionnelle, institutionnalisée par le Cadre Européen Commun de Référence pour les Langues (CECRL), dite nouvelle méthodologie en enseignement-apprentissage des langues est en vogue, tant dans la sphère des prescriptions officielles que de la recherche. Cette thèse se propose d’interroger la construction de la compréhension de cette méthodologie, à l’épreuve des faits, en France (Académie de Lille) et en Allemagne (Land Hessen, Land Nordrhein-Westfalen), dans les pratiques et les discours d’enseignants du primaire (écoles élémentaires et Grundschule), à travers les concepts d’approche interculturelle et d’autonomie. Ces deux notions, en tant que points d’ancrage théoriques construits par et pour la recherche, sont définies en interrelation et interrogées avec un regard réflexif et critique ; elles sont notamment mises en débat avec l’approche culturaliste réifiante. Ces notions entrent en tensions avec les prescriptions officielles et les convictions des enseignants qui ont collaboré avec moi dans ce travail. La recherche se base sur le croisement de multiples données empiriques : focus groups d’enseignants, observations de classes en langues étrangères, entretiens d’enseignants, en France comme en Allemagne, écrits des prescriptions (programmes de langues) et écrits des recommandations (parcours de formation en ligne des dispositifs Pairform@nce et Intel Lehren Aufbaukurs Online). Les discours, toujours resitués en contextes, sont analysés au regard de théories de l’énonciation et du dialogisme. La thèse propose un point de vue critique des visions comparatistes différentialistes et donne à voir, en revanche, des résultats qui valorisent des diversités franco-allemandes pour construire la compréhension de l’objet de la recherche. / The action-oriented approach which has been institutionalised by the Common European Framework of Reference for Languages (CEFR) is also called “the new methodology in the teaching and learning of languages”. It is widely used, both for official and for research purposes. This thesis aims to test and question the construction of understanding of this methodology both in France (the Educational Authority of Lille) and in Germany (Land Hessen, Land Nordrhein-Westfalen) by looking at the practices and discourses of primary school teachers (écoles élémentaires and Grundschule) through the concepts of both the intercultural and independent approaches. These notions, as well as being cornerstones constructed by and for the research, are defined by interrelation and questioned with a reflexive and critical mind-set. They are especially debated in opposition to the reifying culturalist approach. These notions strain against the official requirements and the beliefs of the teachers with whom I collaborated on this project. The research is based on the intersection of much empirical data from both France as well as Germany, for example: focus groups with teachers, observation of foreign language lessons, interviews with the teachers, literature detailing official requirements (language syllabuses) and literature detailing recommendations (the online training packages of Pairform@nce and Intel Lehren Aufbaukurs Online). The discourses, which have been placed into context, are analysed with regards to the theories of enunciation and dialogism. The thesis offers a critical perspective of comparative differentialist visions, yet allows a visualisation of the results that enhance the Franco-German diversities in order to build an understanding of the research objective.

Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto. / This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.

Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto. / This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.