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RESUMO : O presente trabalho objetiva apresentar o relato de uma pratica pedagogica que enfatizou o uso de ferramentas tecnologicas no ensino de lingua francesa. Essa pratica foi pensada dentro do projeto de monitoria da UFPI, nos dois periodos de 2015, nas disciplinas de Lingua Francesa I e II, nas quais se experimentou o uso de ferramentas virtuais pelos alunos, com fins pedagogicos. Dentre essas ferramentas, enfatizou-se o manuseio dos aplicativos gratuitos Duolingo e WhatsApp, com a intencao de que o aprendizado fosse levado para alem das fronteiras da sala de aula, a partir de um contato frequente com a lingua estudada e pelo estimulo a comunicacao nessa lingua. A escolha desses dois meios se deu com base na ideia de que muitos aplicativos e sitios dedicados ao aprendizado de linguas adicionais, como o Duolingo, oferecem um suporte gramatical da lingua estrangeira, mas nao conseguem suprir a necessidade de comunicacao e interacao que tornam o aprendizado da segunda lingua mais eficaz. Dessa forma, pensou-se que o WhatsApp, aplicativo de conversas instantâneas, pudesse suprir tais necessidades. Os resultados dessa experiencia demonstraram que e possivel intensificar o aprendizado de lingua francesa atraves dessas ferramentas acessorias, considerando suas limitacoes. Como referencial teorico, foram usados, entre outros, os estudos de Cuq e Gruca (2003), sobre uma visao geral da didatica de linguas estrangeiras e do ensino de frances e Gomes (2015), Leffa (2016), Araujo e Bonttentuit (2015) sobre uso de ferramentas tecnologicas para propositos educacionais. PALAVRAS-CHAVE : didatica do ensino de linguas estrangeiras; frances lingua estrangeira; Duolingo; WhatsApp. ABSTRACT : This work aims at presenting the report of a pedagogical practice that emphasized the use of technology-based tools in the teaching of French language. This practice was conceived within the mentoring project in UFPI along 2015, in the disciplines French I and II, in which the use of virtual tools by the students was experimented for pedagogical purposes. Among these tools, it was emphasized the handling of the free applications Duolingo and WhatsApp, aiming at carrying the learning beyond the borders of the classroom, by a frequent contact with the target-language and by the stimulus to the communication in that language. The choice of these two media was based on the idea that many apps and sites dedicated to additional languages learning, such as Duolingo, offer a grammatical support of the foreign language, but they cannot supply the need for communication and interaction that makes the target-language learning more effective. Then, WhatsApp could meet such needs, since it’s an instant messaging app. The results of this experiment demonstrated that it is possible to intensify the French language learning through these technology-based tools, considering their limitations. As a theoretical reference, the studies of Cuq and Gruca (2003) about an overview of foreign language teaching, also Gomes (2015), Leffa (2016), Araujo and Bonttentuit (2015) about the use of technology-based tools in teaching French as a foreign language. KEYWORDS : didactics of foreign language teaching; French as a foreign language; Duolingo; WhatsApp.

texto livre

Ensinar francês por dispositivos móveis: uma experiência com Duolingo e WhatsApp / Teaching French by mobile devices: an experience with Duolingo and WhatsApp