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Abstract This thesis is an interdisciplinary study on how students and teachers as participants in computer-supported language learning make meaning to their activities. The analysis moves gradually from a more general discussion of participant activity and interaction in computer-supported environments to a domain-specific discussion of language learning and work. The main body of data for the study comes from three different university language courses. The last empirical study introduces a complementary data set from working life. The thesis grounds its arguments on a discourse perspective of meaning. Rather than considering meaning as a property of a text or discourse, meaning is seen to reside in the active efforts of the participants of a social situation. In the particular case of computer-supported learning, a multiplicity of modes has to be taken into consideration. Language, in the sense of words, is a partial bearer of meaning only. The theoretical framework advances from a discussion of computer-supported learning as a hybrid form of interaction to a discussion of situated perspectives and computer-supported learning. The research approach applies multiple perspectives due to the multimodal and polycontextual nature of computer-supported learning. Special emphasis is laid on reaching the participant perspective. The findings highlight the multidimensional and polycontextual character of participation in computer-supported learning. The resources that the participants use for meaning-making reach beyond the textual interaction in the learning platform. Furthermore, the participants have multiple ways of taking part in the educational activities. The context that the participants produce for their actions exceeds the limits of the learning platform and ties the activity to the surrounding world in many ways.

Nous définissons les stratégies d'usage de la langue de la façon suivante : il s’agit de stratégies langagières que les élèves appliquent en résolvant des exercices en langue cible (par exemple de DEL 2). Afin d’analyser ces stratégies langagières, nous menons une étude qualitative auprès de 14 écoliers suivant un cursus franco-allemand à Baden-Baden. Nous demandons aux élèves de résoudre des exercices de français tirés des Évaluations nationales des acquis des élèves. Nous appliquons la méthode de la pensée à voix haute. Les élèves choisissent s'ils verbalisent leurs pensées en langue allemande ou française. L'objectif principal de notre étude est d'analyser et d'éliciter les stratégies d'usage de la langue.Environ 1000 stratégies ont été observées et codées avec le logiciel MAXQDA. Les stratégies cognitives sont les stratégies qui ont été appliquées le plus souvent par les élèves testés - en tout presque 350 fois. La langue de base choisie par les élèves pour les protocoles à voix haute était le français et pas l'allemand. / This thesis reports on an empirical study of 3rd and 4th grade students in a German-French bilingual school. The study consisted of research subjects solving exercises by using the thinkaloud method, after which film and transcription analysis allowed for a detailed examination of the strategies used during the exercises. Such strategies have been termed "language usagestrategies" and have been distinguished from learning and communication strategies. This distinction is important because when students use their L2 in this context, their goal is not to learn the language or to communicate, rather, it is to solve the exercise. The students used and combined many cognitive, compensatory, metacognitive, social and affective strategies during the Think aloud Protocols. Also the individual interviews revealed that the students manifested a large number of language usage strategies, suggesting that they are conscious of strategy usage when using their L2.