Mediatization of the Task in the Teaching/Learning of French as a Foreign Language

Mediatization of the Task in the Teaching/Learning of French as a Foreign Language

Mohammed Zine El Abidine, Amel Nejjari, Mohamed Khaldi
Copyright: © 2023 |Pages: 15
DOI: 10.4018/978-1-6684-7634-5.ch014
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Abstract

At a time when the use of information and communication technologies for teaching (ICTE) is spreading and pedagogical platforms are multiplying, a remarkable challenge corroborates this reflection, that is the integration of these ICTE in the teaching and learning of French as a foreign language. ICTE is crucial because it is an important element that influences educational and organizational practices. The chapter proposes to address the issues related to the contribution of ICTE in the teaching/learning of French as a foreign language starting from the approach centered on “the task” and on “the pedagogical scenario.” French as a foreign language submits students to a remarkable challenge when they consider the use of information and communication technologies in their teaching. From this perspective, the main objective is to conduct research on the use of ICT in order to propose mediated tasks in the actional perspective favored by the common European framework of reference for languages (CEFR).
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The Task In The Actional Perspective

Origins and Apparition of the Action Approach

“Each language constitutes a system of complex structures interwoven with each other” (Prague, 1929), an idea that was strongly influenced by the theory of structuralism resulting from the work of Saussure and Skinner. This theory was challenged by Chomsky, who announced a completely different vision: “every human being has an innate capacity to decipher and understand a language code thanks to a specific intellectual function” (Chomsky, 1968). Thanks to this observation, which was the cause of a great detour in contemporary pedagogical research, Chomsky would cross the threshold of constructivist methods. Years later, the communicative approach followed by the current actional perspective was established.

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