La correction dans l’enseignement/apprentissage des langues : un problème malaisé à construire Correction in Second Language Teaching and learning: An Inconvenient Construct

dc.creator	Jean-Paul Narcy-Combes
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:26Z
dc.date.available	2015-07-20T22:05:26Z
dc.identifier	10.4000/apliut.78
dc.identifier	2257-5405
dc.identifier	2119-5242
dc.identifier	https://doaj.org/article/fe0561849ded41848b301ca920192776
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9754
dc.identifier.uri	https://doaj.org/article/fe0561849ded41848b301ca920192776
dc.description	frCet article a pour objectif de montrer que le concept de correction n’est pas pertinent en didactique des langues. Les théories soulignent que l’acquisition d’une L2 est conditionnée par différents phénomènes que certains regroupent sous le concept de nativisation. Cette nativisation explique les écarts entre ce que l’apprenant produit et les productions conformes à des normes que l’on attend de lui et impose un travail cognitif et un entraînement pour réduire ces écarts. Le Cadre Européen Commun de Référence pour les Langues (CECRL) permet de classer les apprenants positivement en fonction de leur degré de conformité aux normes et modifie les pratiques évaluatives. L’article montre que des formes de travail plus efficaces que la reprise immédiate des productions non-conformes peuvent être proposées préemptivement ou réactivement et favorisent la structuration de la L2.<br>The objective of the article is to show that correction is an inconvenient construct in language teaching research. Theory shows that second language acquisition is conditioned by various phenomena that some researchers reorganise under the concept of nativisation. Nativisation explains the gaps between the learner’s output and the norms that s/he is expected to follow and justifies cognitive work and practice to reduce these gaps. The Common European Framework of Reference for Languages (CEFRL) makes it possible to classify learners according to how they conform to the norms and changes the way evaluation is carried out. The article shows that more effective practices than immediate negative feedback can be suggested to the learner pre-emptively or reactively and that L2 restructuration benefits from these practices.
dc.language	French
dc.language	English
dc.publisher	Association des Professeurs de Langues des IUT (APLIUT)
dc.relation	http://apliut.revues.org/78
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 XXVIII, Iss 3, Pp 26-38 (2011)
dc.subject	correction
dc.subject	noticing
dc.subject	deep processing
dc.subject	practice
dc.subject	nativisation
dc.subject	mediation
dc.subject	micro-task
dc.subject	correction
dc.subject	repérage
dc.subject	traitement du sens
dc.subject	entraînement
dc.subject	nativisation
dc.subject	médiation
dc.subject	micro-tâche
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	La correction dans l’enseignement/apprentissage des langues : un problème malaisé à construire Correction in Second Language Teaching and learning: An Inconvenient Construct
dc.type	Article