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Master Thesis

Les représentations des apprenants sur leur prononciation, la rétroaction corrective et leur disposition à communiquer en cours d'anglais

Abstract : This research is built on students’ representations of their pronunciation, their willingness to communicate, and corrective feedback. The theoretical framework centres on English as an international language, the different strategies that are used to teach pronunciation, the relationship between students and their teacher, and how they see him or her. It also relies on students’ willingness to communicate and fundamentally on the different techniques used to give them feedback. This essay takes into account different researches carried out by specialists in pedagogy and didactics. Data has been collected to determine whether the different techniques should be used or not according to the students’ comfort zone but also keeping in mind the necessity for them to understand the gap between the sequence they were supposed to produce and what they actually said. Explicit corrective feedback appears to be the students’ favourite type of correction; they opted for the affective dimension rather than the educational extent. Peer-to-peer corrective feedback is considered by the students who took part in the data collection as not adapted.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02882829
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Saturday, June 27, 2020 - 7:03:33 PM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM

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  • HAL Id : dumas-02882829, version 1

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Pauline Surget. Les représentations des apprenants sur leur prononciation, la rétroaction corrective et leur disposition à communiquer en cours d'anglais. Education. 2020. ⟨dumas-02882829⟩

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