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Even if language teachers regularly rely on audio-visual resources, fi lm making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from refl ective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profi table. The second aim of the research was to fi nd out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception.

Les pratiques innovatrices en classe de langues. L’édition et la production des films dans l’enseignement de FLE