Text Article
French
ID: <
GQGatrsR0sPwNpTyz2P1y>
Abstract
The integration of cameras into mobility objects (laptop, camera, smartphone, tablet) has led to the emergence of audiovisual self-production as a social activity (YouTube) and language teaching is taking advantage of these new practices. Learners can easily film outside the classroom in a variety of environments and transmit their digital oral output to the teacher. Building on a corpus of audiovisual tutorials produced by students in French foreign language, we will show how the objects of everyday life contribute to building the direction in the action and thus constitute resources that help the learner to develop his/her speech and the teacher to evaluate oral production. Learners choose to act in places that were hitherto reserved for informal learning (bathroom, shop, kitchen, etc.) and produce an audiovisual product outside the classroom. The teacher can intervene on the video, for example by identifying errors in oral production and inserting annotations on the image. The digital video is a trace on which the teacher and the learner can act in a delayed manner.