It has become fashionable, even axiomatic in some circles today, to suppose that politics is all about form, not content—it's not what they say but the way that they say it. It ought to follow that the most powerful politicians should be the best speakers, so this paper takes as its starting point the 2004 US presidential debates. These televised confrontations, where each candidate has to react to new questions as well as to counter his opponent, are notoriously high-risk, and present considerable opportunities for various speech "dysfunctions". These are analysed in relation to media reaction and public perception of the outcome.
International audience While distance learners often have to show a remarkable degree of autonomy, it is argued that this is often taken for granted by teachers, and learners either sink or swim on their own. Similarly, distance learners are often assumed to have minimum ICT skills, but even if this is the case, it does not necessarily guarantee them real autonomy in an educational context. We go on to discuss the particular case of using ICTs for reading in a foreign language.
It has become fashionable, even axiomatic in some circles today, to suppose that politics is all about form, not content—it's not what they say but the way that they say it. It ought to follow that the most powerful politicians should be the best speakers, so this paper takes as its starting point the 2004 US presidential debates. These televised confrontations, where each candidate has to react to new questions as well as to counter his opponent, are notoriously high-risk, and present considerable opportunities for various speech "dysfunctions". These are analysed in relation to media reaction and public perception of the outcome.
with its 11 official languages, the European Union is facing astonishing linguistic logistics; with the addition of 10 new member landscapes next year, linguistic diversity explodes. It is of course impossible to speak all these languages, hence the leitmotiv: "Everyone speaks their own language and understands the language of the other." CRAPEL explores the possibilities of this approach even at the level starting with the latest Ecouter pour Comprise (EPCO) project: a series of DVD-ROMs supported by a website to help the learner master himself listening to French, Polish, Czech or Hungarian. This communication first sets out the foundations of this multimedia tool and its key words for autonomy and flexibility. We describe the essential characteristics of the product with its different methodological modules and video material. Following an evaluation of a pilot project in German, we are developing the new features of the current tool, in particular the diversification into other languages and the structure of the proposed website. ; International audience ; with its 11 official languages, the European Union is facing astonishing linguistic logistics; with the addition of 10 new member landscapes next year, linguistic diversity explodes. It is of course impossible to speak all these languages, hence the leitmotiv: "Everyone speaks their own language and understands the language of the other." CRAPEL explores the possibilities of this approach even at the level starting with the latest Ecouter pour Comprise (EPCO) project: a series of DVD-ROMs supported by a website to help the learner master himself listening to French, Polish, Czech or Hungarian. This communication first sets out the foundations of this multimedia tool and its key words for autonomy and flexibility. We describe the essential characteristics of the product with its different methodological modules and video material. Following an evaluation of a pilot project in German, we are developing the new features of the current tool, in particular the ...
International audience ; The huge potential of ICT (Information and Communication Technology) in foreign language teaching and learning barely needs restating—indeed it has become almost ubiquitous in many situations. However, it is often promoted for the wrong reasons at all levels, from governments to institutions to teachers, and despite the plethora of research, results as far as learners are concerned are often disappointing: ICT does not necessarily increase motivation, and learners tend to lack sufficient autonomy to make the most of it without specific training. This paper retraces a number of our own experiences with ICT in a variety of contexts in order to examine what goes wrong when learners are left to their own devices. It then discusses possible ways forward in integrating ICT fully into language learning courses.
International audience ; The huge potential of ICT (Information and Communication Technology) in foreign language teaching and learning barely needs restating—indeed it has become almost ubiquitous in many situations. However, it is often promoted for the wrong reasons at all levels, from governments to institutions to teachers, and despite the plethora of research, results as far as learners are concerned are often disappointing: ICT does not necessarily increase motivation, and learners tend to lack sufficient autonomy to make the most of it without specific training. This paper retraces a number of our own experiences with ICT in a variety of contexts in order to examine what goes wrong when learners are left to their own devices. It then discusses possible ways forward in integrating ICT fully into language learning courses.
International audience ; The huge potential of ICT (Information and Communication Technology) in foreign language teaching and learning barely needs restating—indeed it has become almost ubiquitous in many situations. However, it is often promoted for the wrong reasons at all levels, from governments to institutions to teachers, and despite the plethora of research, results as far as learners are concerned are often disappointing: ICT does not necessarily increase motivation, and learners tend to lack sufficient autonomy to make the most of it without specific training. This paper retraces a number of our own experiences with ICT in a variety of contexts in order to examine what goes wrong when learners are left to their own devices. It then discusses possible ways forward in integrating ICT fully into language learning courses.
