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Intégrer la réalité virtuelle dans les formations d’enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif
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In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.univ-lorraine.fr/hal-03118515 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2021, 3, pp.103-116 ; https://edoc.hu-berlin.de/bitstream/handle/18452/22970/LEM_2021_Vol%203_Complete%20Journal.pdf?sequence=1&isAllowed=y (2021)
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Virtual Reality and Immersive Virtual Environments in an Enactive Paradigm : Co-creating new Educational Spaces for Multilingualism ...
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Intégrer la réalité virtuelle dans les formations d’enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif
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Real and perceived affordances of immersive virtual environments in a language teacher-training context: effects on the design of learning tasks
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In: ISSN: 2594-9004 ; Revista Docência e Cibercultura ; https://hal.archives-ouvertes.fr/hal-03096730 ; Revista Docência e Cibercultura, Grupo de Pesquisa Docência e Cibercultura - GPDOC 2020, 4 (3), pp.83-111. ⟨10.12957/redoc.2020.56752⟩ ; https://www.e-publicacoes.uerj.br/index.php/re-doc/article/view/56752 (2020)
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Abstract:
International audience ; Research suggests that Immersive Virtual Environments (IVEs) offer potential solutions to transform experiential immersion into language competence and knowledge. Instead of accepting the theoretical considerations at face-value, the present study questions the sometimes superficial infatuation with IVEs by proposing a hands-on teacher-training classroom experiment. 18 teacher-participants enrolled at a Master’s teacher training course for pre- and in-service English and Spanish teachers propose teaching scenarios that integrate IVEs in language tasks. In order to understand how future language teachers make use of this novel technology at hand, the researchers question how the “real” affordances of IVEs (extracted from our literature review) are perceived by the teacher-participants. A mixed analysis of eleven learning scenarios reveal utilization schemes that demonstrate how IVEs are “instrumentalized” (RABARDEL, 1995) for use and perceived by participant-teachers as a potential support for language and culture learning. The results open the floor for questions that discuss whether IVEs are indeed a complementary resource among other authentic resources used in the classroom and whether they lead to a renewal of language learning practices.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; immersion - language learning - scenarios - virtual reality
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URL: https://hal.archives-ouvertes.fr/hal-03096730
https://doi.org/10.12957/redoc.2020.56752
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La réalité virtuelle 3D en soutien des apprentissages de langues : le rôle du contexte de communication dans les environnements immersifs
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In: Education 4.1, Distances, Médiations des Savoirs et des Formations ? ; https://hal.archives-ouvertes.fr/hal-02378652 ; Education 4.1, Distances, Médiations des Savoirs et des Formations ?, CNED, Jan 2019, Poitiers, France (2019)
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Les pratiques immersives en soutien à l’apprentissage / enseignement des langues : la réalité virtuelle, un gadget ?
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In: Séminaire hebdomadaire de l’UMR 7118 – ATILF ; https://hal.archives-ouvertes.fr/hal-02473445 ; Séminaire hebdomadaire de l’UMR 7118 – ATILF, 2019, Nancy, France (2019)
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Adding virtual reality to the university self-access language centre. Brave new world or passing fad?
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In: ISSN: 1757-6822 ; EISSN: 1757-6830 ; European Journal of Language Policy = Revue européenne de politique linguistique ; https://hal.archives-ouvertes.fr/hal-02378246 ; European Journal of Language Policy = Revue européenne de politique linguistique, Liverpool University Press and the European Language Council/Conseil Européen pour les Langues, 2019, 11 (2) ; https://doi.org/10.3828/ejlp.2019.15 (2019)
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Drama Activities to Support Oral Communication and Interaction in English Language Learning in French Higher Education: Still a long way to go.
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In: Drama in Education Days ; 5th annual conference Drama in Education days 2019 ; https://hal.archives-ouvertes.fr/hal-03244430 ; 5th annual conference Drama in Education days 2019, Jul 2019, Zug, Switzerland ; https://dramapaedagogik.de/en/conference-proceedings-2019/ (2019)
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Drama activities to create a positive language learning environment in higher education
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In: Para lá da tarefa: implicar os estudantes na aprendizagem de línguas estrangeiras no ensino superior ; https://hal.archives-ouvertes.fr/hal-02462874 ; Para lá da tarefa: implicar os estudantes na aprendizagem de línguas estrangeiras no ensino superior, Faculdade de Letras da Universidade do Porto, pp.292-309, 2019, ⟨10.21747/9789898969217/paraa16⟩ (2019)
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Drama activities in a French undergraduate business school to manage speaking anxiety in English
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Le jeu et les techniques dramatiques en classe de langue : Un levier pour la co-construction des compétences professionnelles
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-02463390 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2018, Mélanges Crapel, numéro Varia, 38 (2), pp.77-94 ; https://www.atilf.fr/publications/revues-atilf/melanges-crapel/ (2018)
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Trust, Relatedness and Language Learning in Higher Education ; Confiance, reliance et apprentissage des langues dans l’enseignement supérieur
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In: https://halshs.archives-ouvertes.fr/halshs-01753905 ; France. 2018 (2018)
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Introduction – Confiance, reliance et apprentissage des langues dans l’enseignement supérieur
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In: ISSN: 2119-5242 ; Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT ; https://halshs.archives-ouvertes.fr/halshs-01753906 ; Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT, Association des professeurs de langues des Instituts universitaires de technologie (APLIUT), 2018 (2018)
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Creating an avatar to become a « spect-actor » of one's learning of English for specific purposes
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In: ISSN: 1695-2618 ; EUROcall Review ; https://halshs.archives-ouvertes.fr/halshs-01342496 ; EUROcall Review, European Association for Computer Assisted Language Learning, 2016, 24 (1), pp.40-52. ⟨10.4995/eurocall.2016.5695⟩ (2016)
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Creating an avatar to become a "spect-actor" of one’s learning of English for specific purposes
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DRAMATIC ACTIVITIES and ICTE IN LANGUAGE ACQUISITION: LEARNING a FOREIGN LANGUAGE FOR PROFESSIONAL/SPECIFIC PURPOSES THROUGH ROLE PLAYS AND ONLINE GAMES
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In: Annual congress of AILA ; https://hal.archives-ouvertes.fr/hal-02463736 ; Annual congress of AILA, Aug 2014, Brisbane, Australia (2014)
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