2.11
| Author | Kotula, K. |
Title | Les pratiques innovatrices en classe de langues. L’édition et la production des fi lms dans l’enseignement de FLE [Innovative practices in a language class and video-making in teaching French as a Foreign Language] |
Language | French |
| Date | 2014 |
| Full references | Kotula, K. (2014). Les pratiques innovatrices en classe de langues. L’édition et la production des fi lms dans l’enseignement de FLE [Innovative practices in a language class and video-making in teaching French as a Foreign Language], Studia Romanica Posnaniensia 41 (3): 47-61. |
Abstract | Even if language teachers regularly rely on audio-visual resources, film making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from reflective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profitable. The second aim of the research was to find out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception. |
Key words | Language education, visual resources, film making |
Other interesting information | Film-making activities improves language competencies, and the results are not influenced by particular profiles (i.e gender or knowledge of computers or softwares have no significance in the learning process). |
Interest for the project | 4/5 |
| Contributor´s name + email | Stéphanie Barillé - stephanie@unak.is |