| dc.creator |
Michèle Catroux |
|
| dc.date |
2012-03-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:23:05Z |
|
| dc.date.available |
2015-08-12T11:23:05Z |
|
| dc.identifier |
10.4000/apliut.2358 |
|
| dc.identifier |
2257-5405 |
|
| dc.identifier |
2119-5242 |
|
| dc.identifier |
https://doaj.org/article/8b872c45d7ba452c97344f3f0bda96ad |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/29558 |
|
| dc.description |
L’expérimentation décrite dans cet article a été conduite auprès de jeunes apprenants d’anglais afin de déterminer les effets de l’utilisation du traitement de texte sur la conduite d’une tâche collaborative de production écrite. L’objet de cette recherche était d’analyser les stades de planification, mise en mots et révision opérés par les élèves. Les verbalisations pendant le travail, les phases rédactionnelles et les performances du groupe travaillant avec le traitement de texte ont été comparées à celles du groupe travaillant sur support papier. L’analyse des variations a permis d’estimer le degré de la surcharge cognitive liée à la manipulation de l’ordinateur et les apports du traitement de texte.<br>The experiment described in the article has been carried out with young learners of English so as to determine the effects of word processing on a collaborative writing task. The purpose of this research was to analyse the stages of planning, translating and reviewing implemented by the learners. The verbalizations during their work, the writing phases and the performance of the group working with a word-processor have been compared to those of the group working with pen and paper. The analysis of the variations made it possible to estimate the degree of cognitive overload in relation to the use of the computer and the benefits of word processing. |
|
| dc.language |
French |
|
| dc.language |
English |
|
| dc.publisher |
Association des Professeurs de Langues des IUT (APLIUT) |
|
| dc.relation |
http://apliut.revues.org/2358 |
|
| dc.relation |
https://doaj.org/toc/2257-5405 |
|
| dc.relation |
https://doaj.org/toc/2119-5242 |
|
| dc.source |
Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT, Vol XXV, Iss 3, Pp 14-28 (2012) |
|
| dc.subject |
cognitive overload |
|
| dc.subject |
pen and paper |
|
| dc.subject |
word processing |
|
| dc.subject |
writing process |
|
| dc.subject |
crayon-papier |
|
| dc.subject |
processus rédactionnel |
|
| dc.subject |
surcharge cognitive |
|
| dc.subject |
traitement de texte |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.title |
Apports et limites du traitement de texte dans une tâche de rédaction en L2 Benefits and limits of word processing in a writing task in L2 |
|
| dc.type |
article |
|