Séminaire de linguistique, langue orale (EAD)

Teaching and learning English (as a foreign language)

How are foreign languages learned in class? How can teachers help learners? These are the broad questions that guide research in language didactics. Drawing on work from various fields such as sociology, psychology, linguistics, and education, specialists seek to provide answers to issues related to English as a foreign language (EFL) teaching or learning in non-anglophone contexts and classrooms.

This course provides a brief introduction to the research methodology frequently used to investigate the topics listed below. Students will have the opportunity to study and analyze recorded learner productions as well as reported experiences collected through questionnaires, interviews, or learner logbooks.

Each year, the seminar tackles one of the following three major topics: discourse-in-interaction, assessment as learning, and emotions in learning.

In 2026-27, the focus will be on discourse in interaction. What is interaction competence? Can interaction competence be taught and learned? This practice-oriented course aims at studying EFL discourse-in-interaction in classroom settings. It will draw on interactionist studies and Conversational Analysis. The goal is to discover the particular features of discourse-in-interaction when using a foreign language and how it is co-constructed between participants in a systematic and methodological way.

Using a corpus of video-recorded class sessions, qualitative studies of discourse-in-interaction will be carried out. Drawing on specific phenomena such as the opening or closing of topics, topic shifts, disagreements, or the management of communication problems, students will reflect on how to best promote interactive discourse in class and how to help learners become efficient conversation partners.

By the end of the seminar, students will be able to:

-          identify and relate to key frameworks in the field of the teaching and learning of discourse-in-interaction in EFL

-          transcribe and code videos of class discourse-in-interaction to facilitate their analysis

-          analyse segments of class interactions

-          reflex on teaching strategies to support learners’ interaction skills

Évaluation session 1 :

 1 épreuve écrite ou orale d’une durée de 2h

Évaluation session 2 : 1 épreuve écrite ou orale d’une durée de 2h

Assessment – Session 1:

1 written or oral exam (2h)

Assessment – Session 2: 1 written or oral exam (2h)

Dans le cadre de cet EC, l’usage de l’IA pour aider à la réalisation des travaux de contrôle continu soumis à évaluation est interdit. Vous n’avez pas le droit de faire appel à une IA générative à des fins de documentation, recherche d’idées, construction, rédaction ou édition.

Anglais niveau C1

-          Développer une conscience critique des savoirs dans un domaine et/ou à l’interface de plusieurs domaines

-          Identifier, sélectionner et analyser avec esprit critique diverses ressources spécialisées pour documenter un sujet et synthétiser ces données en vue de leur exploitation

-          Respecter les principes d’éthique, de déontologie et de responsabilité environnementale

-          Utiliser à bon escient, de façon critique et dans une démarche éthique, les nouvelles technologies (aide à la rédaction, intelligence artificielle, traduction automatique, etc.

-          Conduire une analyse réflexive et distanciée prenant en compte les enjeux, les problématiques et la complexité d’une demande ou d’une situation afin de proposer des solutions adaptées et/ou innovantes en respect des évolutions de la réglementation

documents exploités en classe, diaporama, ressources