La présente investigation consiste à réinterroger le phénomène de contact des langues dans une perspective d’appropriation de la L2 en contexte didactique algérien. À travers la mise en place de pratiques langagières et interactives d’enseignants de français alternant L2 et L1, cette recherche se veut d’examiner les ressources linguistiques mobilisées et leurs portées sur la communication et la dynamique des pratiques langagières, de cadres d’analyses de situations d’enseignement/apprentissage du FLE. Inscrite au croisement des sciences du langage, de la didactique du FLE, du plurilinguisme et de la linguistique de l’acquisition, notre réflexion vise également à identifier les possibilités de recours à la L1 ainsi que les obstacles empêchant l’apprentissage de la L2. Enfin, il sera question de voir dans quelle mesure et de quelle façon l’arabe (dialectal et/ou classique) et le français interviennent dans les interactions en situation didactique. Par ailleurs, nous faisions l’hypothèse que les enseignants de FLE ignorent tout des théories sous-tendant l’usage de l’alternance codique proprement dit. De plus, les modèles de formation actuels ne permettent pas de réfléchir sur sa propre activité d’enseignement particulièrement lorsqu’il s’agit de l’acquisition par le recours à une autre langue pour l’appropriation d’une langue étrangère. Un intérêt particulier est, cependant, accordé au choix dédié à la langue arabe (classique et/ou dialectale) en classe de français, principe mettant en valeur l’aspect linguistique dans la construction de la compétence plurilingue. Ainsi, notre démarche globale présente le contact des langues comme un fait facilitant l’appropriation de savoirs en L2. Méthodologiquement, canalisant notre réflexion sur cette question et afin de vérifier empiriquement nos hypothèses de recherche, nous avons entrepris une étude qui a rendu possible le recueil de données à partir de questionnaires, d’entretiens exploratoires et d’observations de classes. Les besoins interrogés s’articulent autour des représentations sur les langues en présence en Algérie, des pratiques de celles-ci et de l’alternance codique en classe de L2. Et comme il nous semble difficile de penser le sujet indépendamment de sa langue maternelle, nous avons pu relever qu’en dépit de certaines résistances des enseignants, la langue arabe dialectale s’invite de facto en classe de français. L’apprentissage de la L2 s’avère davantage facilité lorsque le contexte d’enseignement est favorable à l’alternance des codes L1/L2 / This investigation is to re-examine the phenomenon of languages contact in an L2 appropriation perspective in the Algerian context. Through the implementation of linguistic and interactive practices of teachers of French alternating L2 and L1, this research aims to examine the linguistic resources mobilized and their impact on communication and the dynamics of language practices, frameworks for analysis situations of teaching/learning of French as a foreign language (FLE). Joined at the intersection of linguistics, didactics of French as a foreign language, multilingualism and language acquisition, our reflection also aims to identify opportunities for the use of L1 as well as barriers to learning L2. Finally, it will issue to what extent and how Arabic (dialectal and/or classical) and French are involved in interactions in teaching situation. Furthermore, we made the assumption that teachers of French as a foreign language are unaware of theories underlying the use of code-switching itself. Likewise, the current training models do not allow us to reflect on our own teaching activity especially when it comes to the acquisition by the use of another language for the learning or even the appropriation of a foreign language. Particular interest is, however, given to the choice dedicated to Arabic (classical and /or dialectal) in French class, a principal highlighting the linguistic aspect in the construction of multilingual competence. Thus, our global approach presents the language contact as a fact facilitating the appropriation of knowledge in L2. Methodologically, channelling our thinking on this issue and to test empirically our research assumptions, we undertook a study which made possible the collection of data from questionnaires, exploratory interviews and observations of classroom. The needs dealt with centre around representations of the languages ​​involved in Algeria, their practices and code-switching in L2 classroom. And as it seems difficult to think about this subject regardless of our mother tongue, we have noted that, despite some resistance from teachers, dialectal Arabic is de facto present in French class. The L2 learning is further facilitated when the context of teaching is favourable to alternating L1/L2 codes

The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learners’ perspectives on using e-feedback to reduce their local and global mistakes, and (c) the type of self-regulated learning (SRL) behaviours, according to EFL students’ self-reports, electronic feedback and learning logs called forth in cognitive, affective, and metacognitive domains. The participants (n=48) were high-intermediate to advanced EFL learners from four cohorts enrolled on an International English Language Testing System (IELTS) preparation course in a branch of the Institute of Science and Technology in Tehran. Each cohort went through 84 face-to-face tutorial sessions in four months. During this period, they also wrote essays and received e-feedback on 12 IELTS Writing Task 2 prompts with a minimum of drafting work three times for each on an e-learning platform (www.ekbatani.ir) specially designed for this study. The data from all four cohorts were collected over the course of 11 months, using semi-structured interviews, online structured and unstructured learning logs, and an open-ended questionnaire to provide an in-depth picture of student perceptions of this technology mediation. Through a purely qualitative research design, the log, interview, and open-ended questionnaire data were analysed, categorised and coded. The findings represented students’ perceptions of the benefits of the e-feedback and learning logs as (i) offering a motivating and empowering means of providing EFL writing support, (ii) enhancing the thinking and problem-solving processes, (iii) a flexible and fast scaffolding approach for L2 writing improvement, and (iv) encouraging student writers’ active knowledge construction by helping them notice mistakes, focus on writing specifics, overcome the fear of writing, and grow confidence in L2 learning. The self-reported data indicated perceived limitations including (i) the time-consuming nature of the e-feedback processes, (ii) the occasional need for face-to-face discussions, peer feedback addition, providing supplements to e-feedback such as on-demand e-tutorials, and (iii) increased workload for the teacher in proportion to the number of students. Specific writing improvement was perceived to be locally in the use of punctuation signs and grammar, in spelling skills and the scope of vocabulary; and globally in organising ideas, finding ideas in the form of blueprints, and developing ideas into full-length essays. The student perceptions demonstrated that the learner-centred e-feedback environment created different affordances for students’ cognitive, affective, and metacognitive behaviours: (i) cognitively, it assisted the use and development of various learning strategies, enhanced student EFL writing experience, and increased awareness of error patterns in their essays; (ii) affectively, it supported students’ motivational processes, ability to appraise their progress, restore, and sustain positivity, and greater perceived self-efficacy beliefs in their own L2 writing skills; finally, (iii) metacognitive affordances included the ability to rethink and amend their plans as well as seek out support, ability to reflect on the writing processes holistically, ability to self-monitor to remain on course, and ability to devise and implement a plan of action mostly by finding a strategy to deal with mistakes and by taking greater caution in writing their future drafts. Despite arising from a particular contextual framework with the experience of particular cohorts of students, the findings can hopefully be of value to researchers and practitioners in the fields of online language pedagogy, second language acquisition (SLA), EFL writing, and computer-assisted language learning (CALL) with communication uses. The findings can assist language courseware designers, e-feedback platform developers, and L2 writing course administrators to support and enhance their practices and decisions, especially in providing and implementing ICT and SRL initiatives in EFL writing.