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2.11
Author
Kotula, K.
Title
Les pratiques innovatrices en classe de langues.   L’édition et la production des fi lms dans l’enseignement de FLE [Innovative   practices in a language class and video-making in teaching French as a   Foreign Language]
Language
French
Date2014
Full references
Kotula, K. (2014). Les pratiques   innovatrices en classe de langues. L’édition et la production des fi lms dans l’enseignement de FLE [Innovative practices in a language class and   video-making in teaching French as a Foreign Language], Studia Romanica Posnaniensia 41 (3): 47-61.
Abstract
Even if language teachers regularly rely on   audio-visual resources, film making and editing is still considered as an   avant-garde teaching approach. Its potential lies in the fact that it allows   the role of the student to shift from reflective viewer to knowledgeable   content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school.   The study had three major goals. Primarily, it was to indicate students’   general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profitable.   The second aim of the research was to find out whether opinions of people   coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign   language classes. Finally, another important goal of the research was to   indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of   second language learning and the self-perception of their language abilities   can have an impact on their video-editing activities perception.
Key words
Language education, visual   resources, film making
Other interesting information
Film-making activities improves language   competencies, and the results are not influenced by particular profiles (i.e   gender or knowledge of computers or softwares have no significance in the   learning process).
Interest for the project
4/5
Contributor´s name + email
Stéphanie Barillé -   stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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