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Master Thesis

Le feedback en classe de langue : et si on inversait les rôles ? L'impact du feedback apprenant sur l'agir professoral

Abstract : Feedback in the language classroom is an essential phenomenon for learning, both means of communication and evaluation. While it is mainly perceived as a teaching production, emitted for the learners, the feedback proves to be just as beneficial for the teacher. When delivered by the learners, the feedback is the only way for the teacher to change, adjust and improve his teaching action. However, what happens when this learners’ feedback is missing ? Through a video corpus collected in French classes at the French Institute of Finland, it appeared that Finnish learners often remained impassive to the questions and explanations of their teacher. They produce what is akin to non-feedback, that is silent, immobile and expressionless feedback. Faced with this conversational emptiness, what does the teacher do ? What action(s) does he take to trigger feedback from his learners ? What modalities does he use? From two sequences of French lessons filmed and self-confrontation interviews, the current thesis will consist in an analysis of multimodal strategies put in place by teachers to obtain a visible feedback from Finnish learners, often qualified of "civilization of silence" (Piechnik, 2008).
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https://dumas.ccsd.cnrs.fr/dumas-03005342
Contributor : Lpl - Umr 7309 Amu Cnrs <>
Submitted on : Monday, January 18, 2021 - 2:10:20 PM
Last modification on : Sunday, January 24, 2021 - 3:20:55 AM

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Pierret_Cecilia.pdf
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  • HAL Id : dumas-03005342, version 1

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Cécilia Pierret. Le feedback en classe de langue : et si on inversait les rôles ? L'impact du feedback apprenant sur l'agir professoral. Sciences de l'Homme et Société. 2019. ⟨dumas-03005342⟩

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