Quels scénarios conversationnels pour une formation e-tandem visant à intégrer la dimension (inter)culturelle dans la pratique de l’oral en langue étrangère ?

• Main Author: Monique Marneffe
• Format: Article
• Language: fra
• Published: Centre National d'Enseignement à Distance 2019-12-01
• Series: Distances et Médiations des Savoirs
• Subjects: distance education ; eTandem; eTLL; oral competence; intercultural competence; macro-task; free conversation
• Online Access: http://journals.openedition.org/dms/4260

The e-tandem, as a means of distance learning in a hybrid system including presence learning and distance learning, makes it possible to develop oral proficiency in a foreign language and (inter)cultural competence. The tandem sessions are an extension of the oral exercises given as part of a Bac + 1 course in applied linguistics. Pairs of French-speaking (ULiège) and Dutch-speaking (KU Leuven) students contact each other every week, alternating languages. Research shows that free conversations do not de facto develop intercultural competence. It is therefore necessary to think about the types of language activities that lead to the development of oral and (inter)cultural skills. Two types of conversation scenarios are tested successively: first a macro-task (based on the pedagogy of the project) aimed at dismantling stereotypes (the project is carried out over several discussion sessions); second some conversations with specific and punctual subjects aimed at developing cultural awareness. Analysis of student perceptions shows that one-time conversations (punctual subjects) are more effective in developing targeted skills because, unlike macro-tasking, they are only carried out orally. When the task is too complex, students rather contact each other in writing. However, it seems that students prefer the script of free conversations.