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Le Web 2.0 pour l'enseignement du FLE, en ligne Google Books

Le livre Le Web 2.0 pour l'enseignement du FLE peut être consulté en ligne sur Google Books





Este libro va dirigido a los docentes de FLE, así como a los estudiantes que se interesan en la aplicación de las TIC y la web 2.0 en clase de francés, y tiene como objetivos principales:

- Descubrir los usos, recursos y herramientas de la Web 2.0.

- Comprender, analizar y aplicar los recursos y herramientas de la Web 2.0 en los distintos contextos profesionales y educativos.

- Experimentar y comprender los componentes más significativos de la Web 2.0, como la participación en una red social educativa; las aplicaciones pedagógicas de los weblogs y wikis; herramientas audiovisuales y competencias orales para los estudiantes de FLE; recursos pedagógicos en el aula de FLE; producciones orales y escritas de los estudiantes en el contexto de la Web 2.0; proyectos de intercambio y telecolaboración entre estudiantes y clases.

- Conocer y utilizar las posibilidades y límites de la Web 2.0 para que forme parte de los métodos y prácticas habituales en los programas, materiales y recursos educativos del profesorado y alumnado de Enseñanzas Medias en España.

Envoi gratuit aux enseignants et institutions

(Voir Mode Emploi in Revue TOURDETOILE, septembre 2009, nº 11)

por unifle

Le dernier numéro de la Revue TOURDETOILE: TICE, langue et culture françaises sur Internet
Site web:
rassemble les conférences et ateliers du Cours
Le Web 2.0 pour l'enseignement du FLE

Ministerio de Educación - Universidad Complutense de Madrid  Cours d'été El Escorial 2008


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Commentaire de Aisha le 29 octobre 2015 à 14:40

Pour consulter le livre:

1. Voie internet sur Google Books

Edition 2009
Los wikis en el aula de francés                                               197
Los recursos pedagógico para FLE                                          231
Herramientas de edición audio y vídeo en la Web 2 0
Los Proyectos de Telecolaboración en la Enseñanza de Lenguas
Communication collaboration et compétences orales

2. Commande pour les enseignants et formateurs - GRATUIT
Envoyer Lettre à l'adresse:
Instituto de Técnicas Educativas.     Apartado de Correos 164
28806 Alcalá de Henares             
Fax: 918891819


Commentaire de Crale le 16 novembre 2010 à 21:02

Wang & Vasquez (2012) Web 2.0 and Second Language Learning: What Does the Research Tell Us? CALICO Journal, 29(3), p-p 412-430. 

Bonnet, A. (2010) Web 2.0: outils et stratégies de formation des en..., ForLang - CIEP

WEB 2.0 benefits ESL Teaching and Learning

N.D. Les réseaux sociaux, (web 2.0) dans les cours de langue française 

F. Aubin, Les réseaux sociaux en classe de FLE 

Advantages and Disadvantages of Web 2.0 Technologies   [Wang & Vasquez (2012)]

In terms of the impact of integrating Web 2.0 technologies on learners’ language ability, the most commonly reported benefits are increase in students’ writing confidence, facilitation of students’ use of writing strategies, and enhancement of students’ overall writing skills (Armstrong & Retterer, 2008; Arnold et al., 2009; Ducate & Lomicka, 2008; Kessler, 2009; Lee, 2010; Mark & Coniam, 2008; Raith, 2009; Zorko, 2009). For example, results in Armstrong
and Retterer’s (2008) study revealed that all participants felt more comfortable when writing in Spanish and more confident in their ability to use Spanish verbs after a one-semester blogging experience. Another study (Arnold et al., 2009) found that both groups of German learners in two different wiki writing projects made considerable revisions related to content and formal accuracy, which contributed to the improvement of their overall L2 writing quality.
Moreover, Ducate and Lomicka (2005) discovered that students perceived blog writing as a helpful way to practice vocabulary and grammar, which was conducive to enhancing
their L2 writing skills. In addition, the results of Mark and Coniam’s (2008) study revealed that EFL learners in Hong Kong, after using wikis, wrote significantly more words than expected in the last phase of a study exploring the use of wikis, and that they made a large number of revisions including expanding, reorganizing and correcting in the writing process, when compared to the first phase of the study.

From the overall findings of this body of research, several benefits related to Web 2.0 have been discussed. In general, the major advantage reported in several studies is that Web 2.0 technologies help to create learning environments which are: comfortable (AntenosConforti, 2009; Armstrong & Retterer, 2008; Chen, 2009), relaxed (Ducate & Lomicka, 2008), collaboration-oriented (Kessler, 2009; Lee, 2009, 2010; McCarty, 2009; Zorko, 2009), and community-based (Antenos-Conforti, 2009; Baten et al., 2009; Harrison & Thomas, 2009). A related benefit of Web 2.0 technology for language learning is the obvious potential it yields for increased student interaction and collaboration as well as output in the target language (Baten et al., 2009; Chen, 2009; Lee, 2006; Peterson, 2006). Additionally, a number of studies have indicated that, in general, learners tend to have favorable attitudes towards the pedagogical use of Web 2.0 technologies (Antenos-Conforti, 2009; Armstrong & Retterer, 2008; Chen, 2009; Dippold, 2009; Ducate & Lomicka, 2008; Lord, 2008). More specifically, several studies reported that Web 2.0 technologies increased students’ interest and motivation in language learning (Liou & Peng, 2009; Kessler, 2009; McCarty, 2009; Pinkman, 2005; Román-Mendoza, 2009). And still other studies focused on more specific benefits, such as a greater awareness of audience (Alm, 2009; Raith, 2009) and increased cultural knowledge and cultural competence (Elola & Oskoz, 2008; Jauregi & Banados, 2008; Lee, 2009).

Although it is clear that Web 2.0 technologies yield great potential in their application to L2 education, the studies reviewed here have also identified some potential pitfalls that researchers (and practitioners) should be aware of. More specifically, the interactive potential of Web 2.0 technologies may come with its own set of associated challenges. For instance,one study (Lee, 2006) found that in an authentic blog environment, students felt frustrated by their inability to distinguish between standard and non-standard forms of the target language,which could ultimately affect their language use in other situations. Another study (Kessler, 2009) found that when writing their blog entries, students tended to focus their attention on the creation of meaning and to be far less concerned about the accuracy of language output. In yet another study, students indicated that they considered their blogs to be a private place for them to describe, explore, and express their own ideas and feelings in the target language; in other words, they did not fully exploit the interactive potential offered by the technology and basically overlooked input provided by their peers (Ducate & Lomicka, 2008). Two additional studies found that interactivity may be something that teachers need to explicitly prepare learners for and orient them to; for example, both Dippold (2009) and Ducate and Lomicka (2008) found that when providing feedback, students felt reluctant, insufficient in expertise, and lacking specific guidance on how to give appropriate comments to their peers. Finally, in Pinkman’s (2005) study of a blog project, participants expressed their desire to develop their oral communication skills instead of merely improving their reading and writing skills in the L2. This finding echoes our earlier observation that the scope of Web 2.0 research should be expanded to include tools beyond wikis and blogs, and skills beyond reading.

Pinkman, K. (2005). Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24.

 Obviously, blogging is a writing activity and therefore it is not surprising that learners perceived that the project helped their writing. What is interesting to point out, however, is that every learner responded that the reason they took the course was to improve their speaking and communication skills. The course which the blog project was piloted in was an integrated
skills class, and writing is a part of this integration. Learners, however, wanted to practice speaking, communication, and discussion more than any other skill. Outside of class, however, opportunities to speak English are difficult to find and blogging was intended as a supplementary activity to keep skills up, and to aid in fluency, vocabulary acquisition, and communication.

Commentaire de Zoé Brustel le 19 octobre 2009 à 20:56

Communication, collaboration et compétences orales avec le web 2.0

La web 2.0 en la enseñanza de una lengua extranjera

Los proyectos de telecolaboracion en la enseñanza de lenguas

Cours Web 2.0 FLE: Audio conférence 1 - El Escorial

Le livre est gratuit exclusivement pour les enseignants qui travaillent ou

appartiennent à un organisme ou institution éducative réelle.

C'est pour cela qu'on doit indiquer:

Nom et prénom
Adresse professionnelle

Commentaire de Sylvie le 3 octobre 2009 à 20:34
Comme je suis une enseignante étrangère,
croyez-vous que je pourrais commander le livre en contactant les adresses suivantes?:

Envío gratuito a profesores e instituciones:

Especificar: Nombre y Apellidos del solicitante:
Dirección profesional:
Teléfono de contacto:
Indicar título completo: La web 2.0 como recurso para la enseñanza del Francés como lengua extranjera

Por correo:
Instituto de Técnicas Educativas.
Apartado de Correos 164
28806 Alcalá de Henares

Por fax: 918891819
Commentaire de Ashley le 26 septembre 2009 à 13:11


Comment commander l'ouvrage suivant:

Livre: La web 2.0 como recurso para la enseñanza del Francés Lengua Extranjera
Ministerio de Educacion - IFPIeIE Aulas de verano
Serie: Humanidades - educación. es


Ministerio de Educación, Ed. 2015 

Internet sigue su expansión en el panorama educativo dada su gran variedad de usos, recursos y herramientas. La WEB 2.0 posee grandes potenciales didácticos ya que favorece la comunicación, la colaboración y el intercambio abierto del conocimiento. El libro va dirigido a los docentes de Francés como Lengua Extranjera (FLE), así como a estudiantes que se interesan en la aplicación de las TIC y la WEB 2.0 en clase de francés. Los objetivos principales son: descubrir los usos y

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