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Master Thesis

L’approche ludique, pour faciliter l’apprentissage de l’anglais

Abstract : This thesis aims at demonstrating that playful experience can facilitate English language learning. In a lesson containing playful phases, experiments were set up. Comparisons were thus made between phases that involved games and others that did not. Some students who do not have English as their first language may be intimidated by communication in English, and games can overcome these linguistic insecurities. The oral and/or written uses of English are difficult for some students to grasp, which will alter their path to learning. Several parameters were therefore taken into account, as learning is achieved through repetition : reminders, rituals and manipulation seem to be suitable to accommodate learning through games. The oral or written involvement of students/pupils is reinforced when games are present in the course, but limits may be encountered for some steps of the course.
Document type :
Master Thesis
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Submitted on : Thursday, September 2, 2021 - 2:12:22 PM
Last modification on : Tuesday, October 19, 2021 - 5:56:45 PM
Long-term archiving on: : Friday, December 3, 2021 - 8:09:59 PM


Betty MOREL mémoire.pdf
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  • HAL Id : dumas-03332041, version 1


Betty Morel. L’approche ludique, pour faciliter l’apprentissage de l’anglais. Education. 2021. ⟨dumas-03332041⟩



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