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Conference

French

ID: <

10670/1.flkyn0

>

Where these data come from
ICT in foreign languages: From the web to the corpus

Abstract

National audience ICT (information and communication technologies) are often seen as a way to “save” language teaching, combining innovation, motivation, autonomy, differentiation, and perhaps above all financial savings, among other assets. But what do we really know about it? How to do this given the multitude of research in the field, as evidenced by the numerous journals in the field (CALL, Recall, LL, T, Calico Journal, System, AlSiC, CALL-EJ, IJCALLT, JALT-CALL Journal...)? Each field study starts with a “literature review”, but this is still very partial in the choice of articles; the same applies to articles, manuals and other texts which propose a census or critical analysis of the area. The second problem is the interpretation of the results of the studies and the difficulty of comparing data, whether qualitative or quantitative, on the basis of statistical analyses of probability. These concerns, which extend to all language teaching research, have given rise to more rigorous summaries over the past 15 years — ‘narrative’ but also ‘meta-analyses’. After a brief discussion of the nature and extent of the problems raised, we will review recent summaries in ALAO (computer-assisted language learning) before turning to a more concrete case, the use of corpus for educational purposes. in teaching, it can contribute at different levels. Upstream, it can inform in particular the programmes, tests, resources and tools available. Downstream, teachers, learners and other users with real needs can use corpus as learning aids or as reference tools for different purposes. We present some examples of these uses and conclude by describing an ongoing meta-analysis of the field.

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