RETHINKING SOCIO-PEDAGOGICAL COMMUNICATION IN THE POST-COVID ERA
EXPLORING THE WEB 2.0-BASED ON SOCIO-INTERACTIONAL APPROACH FOR INNOVATIVE ADAPTATION
DOI:
https://doi.org/10.18316/rcd.v15i39.11136Keywords:
Web 2.0, Online Communication, Socio-Interactional Approach, Authentic Learning, Covid-19Abstract
Due to the circumstances imposed by the COVID-19 pandemic, educational institutions have had to rethink their teaching methods. This study delves into a novel approach for teaching French to secondary school students by utilizing Internet resources. The primary objective of this research was to assess the effectiveness of a specific method of teaching French. To achieve this, experiments were conducted using an online platform, allowing users to interact in French. These interactions involved native French speakers and learners of French as a foreign language. At the core of this endeavor, participants were free to choose the topics of their conversations. The study investigated the subjects discussed as well as the participants' perceptions of these interactions. The findings of this study revealed significant differences between the approaches and behaviors of the two groups, namely native speakers and French learners. Native speakers demonstrated a propensity to interact spontaneously and informally, exchanging ideas without being overly concerned with linguistic precision. Their interactions placed greater emphasis on building social relationships and exploring intercultural and social aspects of communication. The frequent use of emojis and abbreviations underscored the informal nature of these exchanges, with less emphasis on formal linguistic norms. In contrast, French learners adopted a more formal approach in their interactions. They often perceived the exercise as an academic assessment and interacted accordingly, addressing the teacher more often than other participants. This dynamic reflected a view of language learning as an academic skill centered on communication with a teacher rather than a practical skill for interacting in society. These findings underscore the importance of considering learners' perceptions and attitudes when designing pedagogical approaches. They highlight a potential gap between the underlying intentions of the socio-interactional approach and its interpretation by users. Consequently, it is essential to rethink the presentation of online activities and to foster a broader vision of language learning. This vision should support both the acquisition of practical communicative skills and authentic interaction with native speakers. In conclusion, the socio-interactional approach offers an innovative pedagogical framework that transcends traditional approaches, focusing on the development of practical and communicative skills essential for effective language use in various contexts.
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