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Master Thesis

Promouvoir l'interaction et la coopération en classe de langues

Abstract : Since the adoption of the communicative approach in French national curriculum, foreign language teaching makes explicit the relation between linguistic tools and language needs. Indeed, the social function of language – especially its role as a communicative medium – is now seen as the priority in the learning-acquisition process. Therefore, it is not surprising that interaction and the cooperative strategies it implies are more and more referred to in official texts and in the field of didactic research. However, interaction and cooperation are not so easy to put in place in foreign-language classrooms. Research shows that relations between the pupils, the working environment, as well as the re-definition of the “teacher-pupil(s)” relationship influence the way pupils interact with one another. To measure the impact of these various factors, this dissertation focuses on a class of “seconde” in which pupils are passive observers and hardly exchange with one another. Based on my observations on the field and on my readings, I have become convinced that there is a correlation between the creation of a reassuring, friendly and cooperative working environment and the quantity and quality of pupils’ interactions. In an attempt to verify this assumption, I have formulated three hypotheses. Firstly, there is a link between the establishment of a climate of trust and the spontaneity of pupils’ speaking. Secondly, the pedagogical interdependence of group-work has an influence on the quantity and quality of pupils’ interactions. Thirdly, the decrease in the teacher’s speaking time has a positive impact on the way pupils interact with one another.
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Master Thesis
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  • HAL Id : dumas-01260725, version 1

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Sophie Bourrat. Promouvoir l'interaction et la coopération en classe de langues. Education. 2015. ⟨dumas-01260725⟩

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