In the context of an emergent pedagogy of creative writing, this article aims to present our English Foreign Language (EFL) creative writing workshops for second-year undergraduate specialists in other disciplines (LANSOD). Diversity, whether it be in terms of student needs, levels, specialist subjects or experiences is an inherent part of many LANSOD courses, and our course is no exception. This article will show our attempts to harness the potential creative energy of this diversity in order to enable our students to express themselves in written form, in a personal, perhaps even original manner. Our work on collocations, error treatment and feedback provided to and by students during the writing workshops will be presented in more detail, as will the effects of encouraging students to adopt a more reflexive stance to language learning.
{"title":"Diversity in Creative Writing Workshops: the Case of Undergraduates studying English as a Foreign Language","authors":"Alison Bouhmid","doi":"10.4000/APLIUT.7006","DOIUrl":"https://doi.org/10.4000/APLIUT.7006","url":null,"abstract":"In the context of an emergent pedagogy of creative writing, this article aims to present our English Foreign Language (EFL) creative writing workshops for second-year undergraduate specialists in other disciplines (LANSOD). Diversity, whether it be in terms of student needs, levels, specialist subjects or experiences is an inherent part of many LANSOD courses, and our course is no exception. This article will show our attempts to harness the potential creative energy of this diversity in order to enable our students to express themselves in written form, in a personal, perhaps even original manner. Our work on collocations, error treatment and feedback provided to and by students during the writing workshops will be presented in more detail, as will the effects of encouraging students to adopt a more reflexive stance to language learning.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"387 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122096573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extreme heterogeneity within foreign language instruction in French higher education has led to calls to find common elements to increase coherence. Whereas debates about course content have often emphasized the importance of specificity, the presence of mixed disciplinary groups has complicated the widespread adoption of specialized teaching. We suggest that pragmatics has potential to serve as a common element because it encompasses the study of communicative action both within and outside professional communities and can thus be emphasized in any class, regardless of its degree of specificity. While pragmatic elements are fundamental to contemporary teaching approaches, we argue that these manifestations have not kept up with evolutions in interlanguage pragmatics. In order to show this, we problematize the notion of appropriateness as described in the Common European Framework of References for Languages (CEFR), comparing it with the way that the notion has been treated in contemporary interlanguage pragmatics. Finally, we provide examples of how developments in pragmatics regarding appropriateness have been integrated into both specialized and non-specialized teaching.
{"title":"Pragmatics as a Unifying Element for Foreign Language Instruction in French Higher Education","authors":"K. Brantley","doi":"10.4000/APLIUT.6813","DOIUrl":"https://doi.org/10.4000/APLIUT.6813","url":null,"abstract":"Extreme heterogeneity within foreign language instruction in French higher education has led to calls to find common elements to increase coherence. Whereas debates about course content have often emphasized the importance of specificity, the presence of mixed disciplinary groups has complicated the widespread adoption of specialized teaching. We suggest that pragmatics has potential to serve as a common element because it encompasses the study of communicative action both within and outside professional communities and can thus be emphasized in any class, regardless of its degree of specificity. While pragmatic elements are fundamental to contemporary teaching approaches, we argue that these manifestations have not kept up with evolutions in interlanguage pragmatics. In order to show this, we problematize the notion of appropriateness as described in the Common European Framework of References for Languages (CEFR), comparing it with the way that the notion has been treated in contemporary interlanguage pragmatics. Finally, we provide examples of how developments in pragmatics regarding appropriateness have been integrated into both specialized and non-specialized teaching.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123463372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cet article vise a montrer comment une approche-programme permet d’envisager le secteur Lansad, dans le domaine des sciences humaines et sociales, de maniere decloisonnee. Partant du constat que l’enseignement de l’anglais Lansad en SHS se limite souvent a des cours de langue generaux, prenant peu en compte les besoins specifiques des etudiants, nous nous sommes attaches a redefinir le terme meme de Lansad, invitant le secteur a injecter une certaine specialisation dans ses enseignements. Apres avoir etabli un etat des lieux de la situation dans notre universite, effectue une evaluation des enseignements par les etudiants et restructure toute l’offre de cours en procedant a une labellisation de nos enseignements, nous avons tâche de faire emerger des circuits coherents, au programme clairement defini, afin de pouvoir proposer a nos etudiants une formation a la carte, correspondant au plus pres a leurs besoins. Nous pensons que cette approche permet de faire du Lansad une veritable plus-value dans le parcours des etudiants.
{"title":"Fédérer les diversités en Lansad Humanités : vers une approche-programme ?","authors":"Pascale Manoïlov, C. Thurel","doi":"10.4000/APLIUT.6617","DOIUrl":"https://doi.org/10.4000/APLIUT.6617","url":null,"abstract":"Cet article vise a montrer comment une approche-programme permet d’envisager le secteur Lansad, dans le domaine des sciences humaines et sociales, de maniere decloisonnee. Partant du constat que l’enseignement de l’anglais Lansad en SHS se limite souvent a des cours de langue generaux, prenant peu en compte les besoins specifiques des etudiants, nous nous sommes attaches a redefinir le terme meme de Lansad, invitant le secteur a injecter une certaine specialisation dans ses enseignements. Apres avoir etabli un etat des lieux de la situation dans notre universite, effectue une evaluation des enseignements par les etudiants et restructure toute l’offre de cours en procedant a une labellisation de nos enseignements, nous avons tâche de faire emerger des circuits coherents, au programme clairement defini, afin de pouvoir proposer a nos etudiants une formation a la carte, correspondant au plus pres a leurs besoins. Nous pensons que cette approche permet de faire du Lansad une veritable plus-value dans le parcours des etudiants.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123595494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ce compte-rendu d’experience presente un dispositif hybride, centre sur les competences de comprehension et de production orales, qui prend la forme d’ateliers de conversation au niveau Licence 3 en Lansad. La flexibilite du dispositif, la diversite de ses contenus et la liberte de choix que celui-ci encourage sont evaluees. La fiche s’interesse aux ameliorations possibles du dispositif existant, par le biais de l’ajout d’une tâche collaborative et d’un systeme de feedback qui renforceraient les interactions.
{"title":"Un dispositif hybride de pratique orale au niveau Licence 3 en Lansad - diversité, accompagnement et interactions","authors":"Mélanie White","doi":"10.4000/APLIUT.6583","DOIUrl":"https://doi.org/10.4000/APLIUT.6583","url":null,"abstract":"Ce compte-rendu d’experience presente un dispositif hybride, centre sur les competences de comprehension et de production orales, qui prend la forme d’ateliers de conversation au niveau Licence 3 en Lansad. La flexibilite du dispositif, la diversite de ses contenus et la liberte de choix que celui-ci encourage sont evaluees. La fiche s’interesse aux ameliorations possibles du dispositif existant, par le biais de l’ajout d’une tâche collaborative et d’un systeme de feedback qui renforceraient les interactions.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127571333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cet article interroge les conditions a reunir pour concevoir un dispositif qui vise a developper la competence phonologique d’etudiant.e.s, dans un parcours de langues pour specialistes d’autres disciplines (Lansad). En tant qu’enseignant-concepteur, notre objectif principal est d’amener les etudiant.e.s a prendre conscience du systeme phonologique de l’anglais afin de produire un message intelligible. Nous tentons de les aider a construire cette competence en l’integrant dans un projet pedagogique coherent. Il est question de didactique de la phonologie, d’approche par les tâches, de travail en groupe et de dispositifs hybrides centres sur l’apprentissage. Les divers parametres du systeme d’hybridation sont analyses afin de favoriser l’autonomie langagiere des etudiant.e.s.
{"title":"Conception d’un dispositif hybride au service de la conscience phonético-phonologique","authors":"Frank Bardol","doi":"10.4000/APLIUT.6794","DOIUrl":"https://doi.org/10.4000/APLIUT.6794","url":null,"abstract":"Cet article interroge les conditions a reunir pour concevoir un dispositif qui vise a developper la competence phonologique d’etudiant.e.s, dans un parcours de langues pour specialistes d’autres disciplines (Lansad). En tant qu’enseignant-concepteur, notre objectif principal est d’amener les etudiant.e.s a prendre conscience du systeme phonologique de l’anglais afin de produire un message intelligible. Nous tentons de les aider a construire cette competence en l’integrant dans un projet pedagogique coherent. Il est question de didactique de la phonologie, d’approche par les tâches, de travail en groupe et de dispositifs hybrides centres sur l’apprentissage. Les divers parametres du systeme d’hybridation sont analyses afin de favoriser l’autonomie langagiere des etudiant.e.s.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129731397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Le corps, la gestuelle et la voix sont des outils de l’enseignant de langue, indispensables pour la transmission des savoirs et la gestion de la classe et qui deviennent visibles dans son contexte professionnel. Cependant, ces competences multimodales professionnelles ne sont pas innees et le jeune enseignant ne sait pas forcement naturellement utiliser ces outils dans la classe. Cet article aborde les difficultes rencontrees par de futurs enseignants de langues etrangeres en formation initiale a l’universite. Nous nous focalisons sur l’usage des postures, du regard et des gestes des mains a l’aide d’extraits de corpus recueillis lors de seances de formation a l’universite d’Aix-Marseille et a l’universite de l’Oregon. A partir d’une analyse fine de ces corpus video, nous montrons quels aspects les enseignants novices peuvent ameliorer. L’article presente egalement des principes methodologiques qui peuvent etre proposes aux jeunes enseignants de langue en formation initiale pour optimiser leur corps pedagogique.
{"title":"Mettre du corps à l’ouvrage : travailler sur la mise en scène du corps du jeune enseignant en formation universitaire","authors":"Marion Tellier, Keli Yerian","doi":"10.4000/APLIUT.6079","DOIUrl":"https://doi.org/10.4000/APLIUT.6079","url":null,"abstract":"Le corps, la gestuelle et la voix sont des outils de l’enseignant de langue, indispensables pour la transmission des savoirs et la gestion de la classe et qui deviennent visibles dans son contexte professionnel. Cependant, ces competences multimodales professionnelles ne sont pas innees et le jeune enseignant ne sait pas forcement naturellement utiliser ces outils dans la classe. Cet article aborde les difficultes rencontrees par de futurs enseignants de langues etrangeres en formation initiale a l’universite. Nous nous focalisons sur l’usage des postures, du regard et des gestes des mains a l’aide d’extraits de corpus recueillis lors de seances de formation a l’universite d’Aix-Marseille et a l’universite de l’Oregon. A partir d’une analyse fine de ces corpus video, nous montrons quels aspects les enseignants novices peuvent ameliorer. L’article presente egalement des principes methodologiques qui peuvent etre proposes aux jeunes enseignants de langue en formation initiale pour optimiser leur corps pedagogique.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114688032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L’ouvrage de Michel Freiss, maitre de conferences en linguistique anglaise et formateur a l’Ecole Superieure du Professorat et de l’Education (ESPE) de Limoges, La prononciation de l’anglais. QCM commentes – Training and keys (2016) constitue un resume general des regles phonologiques de l’anglais pour les apprenants francophones avances (le livre est destine aux niveaux B2-C1 d’anglais), ainsi qu’une methode d’apprentissage de la prononciation, autant pour les cours d’anglais que pour les au...
米歇尔·弗里斯(Michel Freiss)是利摩日高等教师与教育学院(ESPE)英语语言学讲师和培训师，他的著作《英语发音》(the english发音)。QCM comments - Training and keys(2016)为高级法语学习者提供了英语音位规则的概述(这本书是为B2-C1水平的英语)，以及一种学习发音的方法，无论是英语课程还是学生。
{"title":"Freiss, Michel. La prononciation de l’anglais. QCM commentés – Training and keys","authors":"Teresa Maria Włosowicz","doi":"10.4000/apliut.6451","DOIUrl":"https://doi.org/10.4000/apliut.6451","url":null,"abstract":"L’ouvrage de Michel Freiss, maitre de conferences en linguistique anglaise et formateur a l’Ecole Superieure du Professorat et de l’Education (ESPE) de Limoges, La prononciation de l’anglais. QCM commentes – Training and keys (2016) constitue un resume general des regles phonologiques de l’anglais pour les apprenants francophones avances (le livre est destine aux niveaux B2-C1 d’anglais), ainsi qu’une methode d’apprentissage de la prononciation, autant pour les cours d’anglais que pour les au...","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114896293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L’article traite d’une experience pluriannuelle (2010-2017) de collaboration entre deux mondes qui se rencontrent rarement : l’enseignement universitaire du francais langue etrangere (FLE) et du francais sur objectifs specifiques (FOS) et la formation pratique a l’actio, quatrieme partie de la rhetorique, que nous declinons dans sa version moderne : voix, presence, communication non verbale, charisme. Nous demarrons sur un constat de quasi-absence de l’actio dans l’enseignement universitaire italien, malgre son utilite durant les etudes et la future vie professionnelle de l’etudiant. Nous evoquons ensuite les difficultes rencontrees dans les ateliers mis en place dans nos cours universitaires, qui sont a la fois d’ordre psychologique et technique. Nous montrons qu’il est possible, dans le cadre de mini-ateliers de quelques heures, de fournir des instruments aux etudiants pour surmonter ces difficultes et d’entrer dans le cercle vertueux d’un plaisir croissant a s’exprimer en public. Nous avons observe chez les etudiants durant les ateliers une amelioration de la maitrise du FLE, de la prononciation et de la prosodie, confirmee de leur part par voie orale en fin d’atelier ainsi que dans les fiches d’evaluation.
{"title":"Voix et corps à l’université : comment réhabiliter l’actio dans l’enseignement et l’apprentissage du français langue étrangère et du français sur objectifs spécifiques","authors":"Olivier Béguin, Francesca Gualandri","doi":"10.4000/apliut.6409","DOIUrl":"https://doi.org/10.4000/apliut.6409","url":null,"abstract":"L’article traite d’une experience pluriannuelle (2010-2017) de collaboration entre deux mondes qui se rencontrent rarement : l’enseignement universitaire du francais langue etrangere (FLE) et du francais sur objectifs specifiques (FOS) et la formation pratique a l’actio, quatrieme partie de la rhetorique, que nous declinons dans sa version moderne : voix, presence, communication non verbale, charisme. Nous demarrons sur un constat de quasi-absence de l’actio dans l’enseignement universitaire italien, malgre son utilite durant les etudes et la future vie professionnelle de l’etudiant. Nous evoquons ensuite les difficultes rencontrees dans les ateliers mis en place dans nos cours universitaires, qui sont a la fois d’ordre psychologique et technique. Nous montrons qu’il est possible, dans le cadre de mini-ateliers de quelques heures, de fournir des instruments aux etudiants pour surmonter ces difficultes et d’entrer dans le cercle vertueux d’un plaisir croissant a s’exprimer en public. Nous avons observe chez les etudiants durant les ateliers une amelioration de la maitrise du FLE, de la prononciation et de la prosodie, confirmee de leur part par voie orale en fin d’atelier ainsi que dans les fiches d’evaluation.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123756327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Oral communication is a physical activity. In second language acquisition, a greater awareness of, and work upon, the body in relation to language production is important for raising confidence and thus improving performance. This applies to the learner but also to the teacher, who serves as language model and motivator. Our approach, transmitted principally in teacher training workshops and training videos, develops awareness of the role of the body and the workings of the voice, through movement and vocal activities. One important aspect of our work is “The Silent Experience”, which involves work on posture, breathing and the articulators without sound, to allow focus upon the sensations within the body, the awareness of what is happening. It is an active silence, helping the mind and body to become (re)connected in language terms. This work is followed by playing with sound, for example via nonsense language, to once again emphasize form and feeling over meaning. We show teachers both how to increase their own confidence in their physical relationship with the language, and how to employ such exercises in work with learners.
{"title":"The “Silent Experience”: A New Approach to Prosody","authors":"C. Mitchell, M. Koning, Rebecca Guy","doi":"10.4000/APLIUT.6367","DOIUrl":"https://doi.org/10.4000/APLIUT.6367","url":null,"abstract":"Oral communication is a physical activity. In second language acquisition, a greater awareness of, and work upon, the body in relation to language production is important for raising confidence and thus improving performance. This applies to the learner but also to the teacher, who serves as language model and motivator. Our approach, transmitted principally in teacher training workshops and training videos, develops awareness of the role of the body and the workings of the voice, through movement and vocal activities. One important aspect of our work is “The Silent Experience”, which involves work on posture, breathing and the articulators without sound, to allow focus upon the sensations within the body, the awareness of what is happening. It is an active silence, helping the mind and body to become (re)connected in language terms. This work is followed by playing with sound, for example via nonsense language, to once again emphasize form and feeling over meaning. We show teachers both how to increase their own confidence in their physical relationship with the language, and how to employ such exercises in work with learners.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121390480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For most teachers of English in an academic context, the scope of teaching and learning oral English may well turn into a brain teaser, as there are many methodological, theoretical and technical options to take account of. What is eventually central to these decisions is the quality of the teaching of oral English, in relationship to the needs of advanced learners. We can rely on Coombs’ delineation of “qualitative dimensions” of the educational sphere. Since the general perspective of this article is oral English TL, as supported by corpus linguistics and from a phonological perspective, we propose to examine the notions of the nature and worth of what is taught and learned in the light of a central issue in corpus phonology: the relevance of the input data (to be processed as teaching content), and its usefulness to the learner. The present article aims at defining the notion of quality in oral English TL in terms of (i) the authenticity of the input data issued from an oral corpus and (ii) the pedagogical relevance and robustness of research-based pedagogical tools. Our stand is built, among other things, on our teaching experience at Toulouse Jean Jaures University combined with our research work in the PAC programme framework. The framework is based on an empirical approach in linguistics, and more specifically on the discipline of corpus phonology.
{"title":"Research Environments For Pedagogical Tools: Teaching and Learning with Authentic Oral English","authors":"Anne Przewozny-Desriaux","doi":"10.4000/APLIUT.6243","DOIUrl":"https://doi.org/10.4000/APLIUT.6243","url":null,"abstract":"For most teachers of English in an academic context, the scope of teaching and learning oral English may well turn into a brain teaser, as there are many methodological, theoretical and technical options to take account of. What is eventually central to these decisions is the quality of the teaching of oral English, in relationship to the needs of advanced learners. We can rely on Coombs’ delineation of “qualitative dimensions” of the educational sphere. Since the general perspective of this article is oral English TL, as supported by corpus linguistics and from a phonological perspective, we propose to examine the notions of the nature and worth of what is taught and learned in the light of a central issue in corpus phonology: the relevance of the input data (to be processed as teaching content), and its usefulness to the learner. The present article aims at defining the notion of quality in oral English TL in terms of (i) the authenticity of the input data issued from an oral corpus and (ii) the pedagogical relevance and robustness of research-based pedagogical tools. Our stand is built, among other things, on our teaching experience at Toulouse Jean Jaures University combined with our research work in the PAC programme framework. The framework is based on an empirical approach in linguistics, and more specifically on the discipline of corpus phonology.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"123 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115624162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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