FLE learning path, language mediation, Alter Ego+ 2, A2 level, French as a foreign language, mediation activities, text mediation, concept mediation, written comprehension, oral comprehension, production and oral interactions, relative pronouns, learning activities, friendly relations, social network forum, testimonies, mediation know-how, explain data, observe, respond, read, highlight, analyze complex task, identify mediation objectives, collaborative learning, language skills, CECRL, linguistic barriers, semantic barriers, Facebook page, Romain Tavernier, netizens, comments, knowledge acquisition, skill building, listening to others, concept exchange, definition of friendship, ideal friend
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Abstract
Detailed analysis of a learning path in the ALTER EGO+ 2 FLE manual, focusing on mediation activities and skills.
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[...] Presentation in the form of a schema of the learning path proposed in this excerpt: If we trace this learning path in more detail, including learning activities, we then obtain Written comprehension Oral comprehension Conceptualization Production and oral interactions forum on a social network testimonies relative pronouns activity 6 (Alter Ego+ p.17) Activity Analyze a complex task Steps Language Activities Steps Language Points - Sensitization - Global Understanding - Finalized Understanding Oral Understanding Justifications : We have chosen oral comprehension as our language activity because it allows the learner to: - Firstly, to focus on the non-linguistic elements represented by the sound image - To identify the communicative framework of the sound document through indices - To draw on immediate memory - To develop his ability to interpret to lead him to autonomy - To favor progressive assimilation and memorization - To refine his understanding through successive listening After discovering and understanding the link between speech acts and forms in the finalised understanding, here are the steps of grammatical conceptualisation: [...]
[...] Then, they will listen to people testify about friendly relationships. At the end of the path, they will be invited to propose a definition of friendship and the ideal friend. They will also refer to what they have experienced when expressing themselves around friendship. We limit ourselves to this first path for this first activity. Written and Oral Trigger Document: Facebook page of Romain Tavernier showing netizens who participate in exchanges through comments (cf. p.16) of the manual ALTER EGO+ A2 Student Book. [...]
[...] The functional content of this activity is to 'analyze' a learning path, using our analytical capacity through a fictional text (the written trigger document extracted from the Alter Ego+2 manual). We are therefore communicating the information contained in this text to readers or people who are not supposed to understand it and highlighting the related learning path. However, if we go further with our reasoning, we can also say that from the learner's side, we can notice the use of the verbs 'observe, respond, read, highlight' which not only appeals to concept mediation but also to text mediation because when the learner has finished observing and has responded to the questions, he will agree with several others, that is, with other learners. [...]
[...] is based on camaraderie. It's a bond . you can't define it in one sentence. Complete the rule with the pronouns 'who, what, to whom' -the pronoun . is the subject of the verb that follows. - the pronoun . is the object of the verb that follows - the pronoun . is the indirect object of the verb that follows. [...]
[...] Working on the mediation skill in class allows us to focus the learning on the learner since the mediating student is the one who transmits contents to other learners who do not have access due to linguistic or semantic barriers. Mediation acts progressively on the ability to listen to others, to consider them. The mediating learner can finally value the knowledge and skills he has acquired during this activity. Ultimately, mediation allows collaboration between learners, thus enabling the construction of general skills. [...]
