Enseñanza y aprendizaje de la pronunciación de una lengua extranjera en la web 2.0

Mario Tomé Díez

doi:10.4995/rlyla.2010.771

Authors

Mario Tomé Díez Universidad de León

DOI:

https://doi.org/10.4995/rlyla.2010.771

Keywords:

computer-assisted language learning, pronunciation learning, french as a foreing language, FLE, correction of pronunciation

Abstract

This study focuses on learning pronunciation within the study of French as a foreign language (FLE) with the help of resources and tools of the web 2.0. The investigation was carried out both in the classroom and online (Campus Virtuel FLE, Universidad de León) and 178 students (mainly beginner level) have participated in it between 2005 and 2009. Firstly, we wanted to analyze the characteristics and modalities of different oral productions from students, as well as ICT tools and teaching tasks which have encouraged the creation of audiovisual recordings published in several educational web environments (weblogs, podcasts, social networking, education platform).We have also attempted to assess the reactions of students to the application of these tools, learning environments and pronunciation tasks, by carrying out three surveys which focus on their ICT skills and pronunciation within FLE. Finally we asked about the role which students, tutors and teachers play in the correction of pronunciation, taking into consideration the feedback strategies that have been observed in their interaction, with special emphasis on autocorrective feedback such as in collaborative pronunciation tasks corrected by the students.

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