Pedagogical tasks accompanying authentic online videos in blended teaching in German : benefits, perceptions and influences on student behavior ; Tâches pédagogiques accompagnant des vidéos authentiques en ligne en enseignement hybride en allemand : apports, perceptions et influences sur les comportements des apprenant·e·s
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| Názov: | Pedagogical tasks accompanying authentic online videos in blended teaching in German : benefits, perceptions and influences on student behavior ; Tâches pédagogiques accompagnant des vidéos authentiques en ligne en enseignement hybride en allemand : apports, perceptions et influences sur les comportements des apprenant·e·s |
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| Autori: | Verch, Angelika |
| Prispievatelia: | LInguistique et DIdactique des Langues Étrangères et Maternelles (LIDILEM), Université Grenoble Alpes (UGA), Université Grenoble Alpes 2020-., Elke Nissen |
| Zdroj: | https://theses.hal.science/tel-04558539 ; Linguistique. Université Grenoble Alpes [2020-.], 2023. Français. ⟨NNT : 2023GRALL028⟩. |
| Informácie o vydavateľovi: | CCSD |
| Rok vydania: | 2023 |
| Zbierka: | Université Grenoble Alpes: HAL |
| Predmety: | Blended learning, German, Flipped classroom, Task based language learning and teaching, Online video, Enseignement hybride, Allemand, Classe inversée, Approche par les tâches, Vidéo en ligne, [SHS.LANGUE]Humanities and Social Sciences/Linguistics |
| Popis: | Digital video has become increasingly popular in today's society and in the world of education. Blended learning approaches such as the flipped classroom have been developed, which usually make use of this type of video.We define online video by its three dimensions: technology, product and object of social practices. This thesis explores the crucial issues related to video media in language teaching and learning in an institutional context, issues that are linked to the concepts of authenticity and task.First, authenticity takes on its full meaning in language teaching and learning today if it is no longer seen as exclusively linked to documents, but also as the result of a process initiated by the participants, as a characteristic of the interactions between them and as a characteristic of the situations in which learning takes place. A model based on three degrees of authenticity is then proposed for online video.As for tasks, they are the central units of the task-based approach, which is in turn based on the action approach. The task-based approach relies on a holistic teaching and planning strategy. While documents, including video, are used to support tasks in the task-based approach, the fact that this approach is based on a holistic teaching and design strategy means that it is theoretically incompatible with certain online educational videos - in particular videos that transmit explicit knowledge and that are at the "zero" level of authenticity, according to the proposed model. Yet, videos of this kind are widely used in the flipped language classroom.This raises the question of how authentic videos - more compatible with the holistic strategy - can be integrated into tasks. To achieve this, pedagogical tasks have a central role to play. The thesis then explores the means available to teachers, to support learners' access to authentic online video content within pedagogical tasks.We have identified four means of achieving this in the literature on applied linguistics / language learning and teaching.An ... |
| Druh dokumentu: | doctoral or postdoctoral thesis |
| Jazyk: | French |
| Relation: | NNT: 2023GRALL028 |
| Dostupnosť: | https://theses.hal.science/tel-04558539 https://theses.hal.science/tel-04558539v1/document https://theses.hal.science/tel-04558539v1/file/VERCH_2023_archivage.pdf |
| Rights: | info:eu-repo/semantics/OpenAccess |
| Prístupové číslo: | edsbas.65E63AFE |
| Databáza: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | Digital video has become increasingly popular in today's society and in the world of education. Blended learning approaches such as the flipped classroom have been developed, which usually make use of this type of video.We define online video by its three dimensions: technology, product and object of social practices. This thesis explores the crucial issues related to video media in language teaching and learning in an institutional context, issues that are linked to the concepts of authenticity and task.First, authenticity takes on its full meaning in language teaching and learning today if it is no longer seen as exclusively linked to documents, but also as the result of a process initiated by the participants, as a characteristic of the interactions between them and as a characteristic of the situations in which learning takes place. A model based on three degrees of authenticity is then proposed for online video.As for tasks, they are the central units of the task-based approach, which is in turn based on the action approach. The task-based approach relies on a holistic teaching and planning strategy. While documents, including video, are used to support tasks in the task-based approach, the fact that this approach is based on a holistic teaching and design strategy means that it is theoretically incompatible with certain online educational videos - in particular videos that transmit explicit knowledge and that are at the "zero" level of authenticity, according to the proposed model. Yet, videos of this kind are widely used in the flipped language classroom.This raises the question of how authentic videos - more compatible with the holistic strategy - can be integrated into tasks. To achieve this, pedagogical tasks have a central role to play. The thesis then explores the means available to teachers, to support learners' access to authentic online video content within pedagogical tasks.We have identified four means of achieving this in the literature on applied linguistics / language learning and teaching.An ... |
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