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Dans la mesure où l’utilisation des technologies nouvelles est adaptée aux besoins d’un apprentissage individualisé, les enseignants de langues sont contraints de réévaluer leur propre savoir-faire pédagogique. Il convient de se demander dans quelle mesure la dynamique sociale qui caractérise les échanges dans un climat de travail en collaboration autour de l’ordinateur peut être plus enrichissante pour l’apprentissage des langues. Plus particulièrement, en ce qui nous concerne, dans quelle mesure cette dynamique peut favoriser la performance orale par rapport à un travail de groupe dans une classe traditionnelle. Le présent article offre une perspective nouvelle sur le potentiel d’apprentissage que peut apporter l’utilisation des technologies de l’information et de la communication. This paper attempts, firstly, to document the nature of the linguistic exchanges between pairs of intermediate and advanced students of French who engage in interactive tasks in a CALL environment; and, secondly, it examines the extent to which that interaction is relevant to second-language learning by way of comparison with a small-group, task-based, interaction in a traditional oral class, involving students of the same level of competence. In a search for methods for describing and evaluating CALL use, this exploratory investigation provides support for the adoption of an ’interactionist’ perspective which claims that the language of the participants is central to learning, and that the use of discourse analysis methods is helpful. It is anticipated that computer-mediated interaction shares with a traditional face-to-face contact many of the same interactional features which are believed to make oral negotiation beneficial to learning. However, as this small-scale study suggests, the potential of computer-mediated interaction to facilitate language learning is seen as stemming from a combination of the interactive features of conversation with reflective aspects of learning as participants co-construct knowledge with their more or less experienced peers

Une réalisation de l'apprentissage partagé dans un environnement multimédia