My dog is blue...I don't care : une analyse des défis et des opportunités pour les professeurs de LANSAD en France dans le développement de l’expression orale en anglais
Year: 2024
Type: dissertation
Abstract: Challenges of developing oral expression in SLA is well documented in the literature, with "language anxiety" long being recognized as a "major obstacle to be overcome in learning to speak another language" (Horwitz et al., 1986, p. 125). Historically in France in relation to EFL learning, this difficulty has been exacerbated by a culturally specific "rapport au savoir" (Charlot, 1982). In the context of LANSOD, the task of the EFL teacher has been rendered additionally difficult by factors such as lack of structure in course content and oversized, multi-level groups. Despite these challenges, there are certain pedagogical initiatives which manage to overcome these difficulties and aid LANSAD EFL learners in developing a positive relationship with oral expression in English. This has led to the following question: to what extent can a pedagogical approach impact a learner's relationship to oral expression in learning English as a second language in the context of LANSOD in France? This research paper attempts to answer this question through the exploration of the relationship of LANSOD learners to oral expression within the CMI (Cursus Master en Ingénierie) and more specifically within the 4 universities of the CMInnov network in Nouvelle Aquitaine, France : Pau, Bordeaux, Poitiers and La Rochelle. Through qualitative and quantitative analysis gathered through focus group interviews with students, formal and informal interviews with teachers as well as a questionnaire distributed across the 4 campuses, it appears that certain pedagogical approaches can and do impact student relationship with oral expression within the classroom. Furthermore, parallels between theatre and improvisation classes in French (the L1) and oral expression in the LANSOD EFL classroom provided insights into the means of creating an environment that is "affect-sensitive" (Arnold, 2011) and more conducive to a positive student relationship with oral expression.
Source: HAL
Author: Smith, Lana
Institution: Université de Bordeaux
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7067900425