Abstracts
Résumé
L’objectif ultime des enseignantes, enseignants de langues secondes est que leurs élèves développent des connaissances langagières, et l’atteinte de cet objectif est souvent mesuré à l’aide d’évaluations, qu’elles soient sommatives ou formatives. Cependant, ces mesures n’offrent souvent qu’un portrait partiel, axé sur les produits mesurables de l’apprentissage, et laissent de côté ce qui touche au processus d’apprentissage. Afin de pouvoir mettre en lumière ce processus par l’observation de comportements associés, selon la recherche, au développement d’une langue, le cadre d’engagement dans la tâche offre des pistes intéressantes pouvant être mises en oeuvre dans la salle de classe.
Mots-clés :
- enseignement du français langue seconde ou additionnelle,
- engagement dans la tâche,
- processus d’apprentissage
Abstract
The ultimate goal of second language teachers is to help their students develop language skills, which are often measured with summative or formative assessments. However, these measures only offer a partial picture because they focus on measurable learning outcomes, often leaving aside everything that has to do with the learning process. In order to shed light on the process, a task engagement framework can be implemented in the classroom as it offers interesting opportunities to observe behaviors that are, according to research, associated with the development of language skills.
Keywords:
- teaching French as a second or additional language,
- task engagement,
- learning processes
Appendices
Bibliographie
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