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0 0 1 131 726 UNED 6 1 856 14.0 Normal 0 21 false false false ES-TRAD JA X-NONE /* Style Definitions */ table.MsoNormalTable  {mso-style-name:"Tabla normal";  mso-tstyle-rowband-size:0;  mso-tstyle-colband-size:0;  mso-style-noshow:yes;  mso-style-priority:99;  mso-style-parent:"";  mso-padding-alt:0cm 5.4pt 0cm 5.4pt;  mso-para-margin:0cm;  mso-para-margin-bottom:.0001pt;  mso-pagination:widow-orphan;  font-size:12.0pt;  font-family:Cambria;  mso-ascii-font-family:Cambria;  mso-ascii-theme-font:minor-latin;  mso-hansi-font-family:Cambria;  mso-hansi-theme-font:minor-latin;}  Virtual tools (applications of the web 2.0 and virtual campus) take already part of the pedagogical resources with more possibilities in the field of language teaching in both, helpers in learning and in the communication with a foreign language. Expression and comprehension competences, both written and oral, can be developed thanks to the use of an interface in the aimed language, supported by video and audio and the chance of bearing relations both with other members of the learning community and other internet users. In the present research, we go into the different possibilities of these resources from a pedagogical, linguistic and cultural point of the view from both, the teacher's and the student's perspective, and we show at the same time the advantages which they have got and their limits based on the analysis of concretes experiences.

educación xx1

RECURSOS VIRTUALES PARA EL APRENDIZAJE DEL FRANCÉS COMO LENGUA EXTRANJERA: PERSPECTIVAS Y LIMITACIONES PEDAGÓGICAS (VIRTUAL RESOURCES FOR THE LEARNING OF FRENCH AS A SECOND LANGUAGE: PEDAGOGICAL PROSPECTS AND LIMITATIONS)