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Author(s): Mario Tomé

Journal: Çédille : Revista de Estudios Franceses
ISSN 1699-4949

Volume: 5;
Issue: 2009;
Start page: 347;
Date: 2009;
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Keywords: Language teaching | french as foreign language | oral production | the Internet | telecollaboration projects | communities of practice.

ABSTRACT
The application of new technologies in language teaching opens up a range of options in the search for methods and tools favourable to both effective foreign language acquisition and knowledge of its culture. In spite of the expansion on the Internet of audiovisual tools that enhance communication, oral production strategies are still poorly developed in the language classroom. Within the framework of pedagogical telecollaboration projects, written language is usually predominant. The León-Grenoble project and the communities of practice in the Campus Virtuel FLE try to correct these discrepancies by trying to establish a balance between oral and written skills. Task-based oral production is here fundamental for learners of French as a Foreign Language (FFL). And even more crucial are the practices to correct pronunciation for the three agents involved in the educational context: teachers, tutors and students of FFL.
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