Conceptualisation de l'espace numérique dans l'enseignement-apprentissage des langues

Abstract

In this article on the conceptualization of the digital space in the teaching-learning of languages, our contribution to the "Architecture of the processes of production and reception" of language (François & Nespoulous, 2014), consists in the identification of the interlinguistic didactic constants of the teaching-learning of foreign languages and their integration into a three-dimensional pedagogical model integrating the stratified structural components of their deep learning. This is an experimental model, but immediately applicable in the teaching-learning-evaluation of languages, which therefore exposes one of the results of our current research-actions in distance learning (FAD).In the introduction, we begin our remarks by presenting the abundant parameters of the place of digital technology in the teaching-learning-assessment of languages. Our methodology is that of analytical and conceptual research on the teaching-learning-evaluation of languages. Our analyses are based on the founding documents of the European Community (EC), in particular the Common European Framework of Reference for Languages, CEFR (Conseil de l'Europe, 2001, 2018, 2021). Our objective is to cover as many of the language components and skills required to update them within the framework of the action-oriented approach advocated by the EC.Our discussion focuses on the technological conditions for applying this model and our conclusion on the prospects, already at our doorstep, of the organic integration of the artificial intelligence of languages into humans.

Keywords

• ICT
• language learning
• digital pedagogical model