L'objectif de cette thèse est d'étudier l'influence des technologies de l'information et de la communication pour l'enseignement (TICE) sur l'utilisation des stratégies d'apprentissage lors de l'apprentissage de l'anglais langue étrangère par le biais de l'interaction entre l'aptitude et le traitement pédagogique. Le travail s'appuie sur la théorie cognitive de l'apprentissage et utilise le modèle du bon apprenant des langues comme référence. Il comporte une étude expérimentale sur l'utilisation des stratégies d'apprentissage lors de l'exécution des tâches en présence de quatre supports de communication : texte, cassette audio, cassette vidéo, ordinateur. Les données obtenues avec le strategy inventory for language learning d'oxford sont traitées par analyse multivariée. Les résultats de l'étude permettent d'établir un lien entre le choix de stratégies et la TICE qui sert à transmettre le contenu linguistique. La thèse comporte deux parties : une présentation de la problématique de la recherche et du cadre conceptuel : une étude expérimentale de la problématique. Le travail de contextualisation est fait en quatre étapes : une description de quelques modèles d'apprentissage d'une langue étrangère et un aperçu de la théorie cognitive de l'apprentissage ; une présentation des différences individuelles dans l'apprentissage des langues (différences cognitives et affectives, stratégies d'apprentissage) : une présentation des TICE du point de vue du chercheur, du pédagogue et de l'institution : une réflexion sur l'interaction aptitude/traitement qui fournit le lien entre les différences individuelles et les TICE. La deuxième partie de la thèse comporte l'étude expérimentale (entreprise avec des étudiants français au niveau universitaire) et comprend une description des instruments utilises, le protocole de travail, les résultats de l'analyse des données et une réflexion sur la façon dont ils pourraient être pertinents pour la pédagogie de l'anglais

This book examines how autonomy in language learning is fostered and constrained in social settings through interaction with others and various contextual features. With theoretical grounding, the authors discuss the implications for practice in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.

Pedagogical Reflections on Learning Languages in Instructed Settings is intended to provide the latest pedagogical reflections that derive from research in a variety of key areas within the discipline of language learning. Thus, this volume aims at helping practising language teachers to update their teaching methodology.The book has fifteen chapters that are grouped around five sections. The first section of the book includes three chapters, which outline past approaches to language learning and highlight advances in our understanding of how languages are likely to be learned and taught. These three chapters provide the theoretical grounding for the rest of the volume by discussing outstanding concepts in the language learning field, namely: those of eclecticism (Chapter 1), communication (Chapter 2), and learner autonomy (Chapter 3). The second section of the book contains three chapters, which explore new directions in the field that have recently caught the attention of language researchers and practitioners, namely: the Information and Communication Technology (ICT) in language learning (Chapter 4) the use of language corpora (Chapter 5) and finally, the use of the portfolio as a new assessment tool responding to new pedagogical demands (Chapter 6). The third section of the book consists of three chapters, which discuss the role of learners' individual variables such as affect (Chapter 7), learning styles (Chapter 8), and learning strategies (Chapter 9), crucial for understanding the nature of language learning. The fourth section of the book has five chapters and provides insights into understanding the nature of the four language skills, that is to say, listening (Chapter 10), speaking (Chapter 11), reading (Chapter 12) and writing (Chapter 13). This section also addresses the issue of assessment with the aim of increasing awareness on the duality teaching/assessing and its pedagogical dimension (Chapter 14). The book concludes with the fifth section, which includes a single chapter, that pulls all aforementioned topics together and highlights connections to a student-centred approach, which involves a reformulation of language teachers' teaching practices (Chapter 15).

This volume is composed of 24 papers originally presented as talks at the VIII National Conference of the Italian Association of University Language Centres (Associazione Italiana dei Centri Linguistici Universitari: AICLU), held at the University of Foggia, Italy, between 30 May and 1st June 2013. The contributions fall into five sections: 1) keynote addresses from plenary speakers; 2) innovative challenges for language centres; 3) new developments in teaching language for specific purposes; 4) proposals and case studies in Content and Language Integrated Learning; and 5) the use of new technologies in language learning. 18 papers are in English, four in Italian, one in French and one in German. The fact that three-quarters of the papers are in English reflects the way English has become the lingua franca of academic conferences today. However, in keeping with the ethos of CercleS (Confédération Européenne des Centres de Langues de l’Enseignement Supérieur, the pan-European organisation to which AICLU belongs), which is strongly committed to promoting plurilingualism, it was crucial that contributions would also be accepted in other languages. The volume represents the ‘state of the art’ in the field of language teaching and theory in university language centres not only in Italy, but also in other parts of Europe and the Mediterranean, and testifies to the rich variety of ways in which these centres are adapting and thriving in rapidly changing times.

La relació entre llengua i Internet es posa de manifest en aquesta obra, que fa èmfasi en la manera com Internet contribueix al desenvolupament d'aspectes pràctics com ara la recerca terminològica, l'ensenyament fent servir materials curriculars en xarxa...

This volume offers a collection of essays addressing contemporary issues in foreign and second language education. In particular, it addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework of Reference (CEFR), the European Language Portfolio (ELP), teacher training, Content and Language Integrated Learning (CLIL), and minority language provision. The contributors - well-known researchers, policy makers, teachers and teacher trainers - provide a multi-faceted insight into an innovative and influential approach to language education. David Little, to whom the volume is dedicated, was Associate Professor of Applied Linguistics and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. He is recognised worldwide as a leading proponent of the theory of language learner autonomy, and has been a driving force behind many influential language education initiatives internationally.