Podcasts chez i-tunes

Notre documentaliste au collège a fait l'autre jour une présentation sur les podcasts pour ma classe de troisièmes. J'avais oublié qu'il y a, dans le "i-tunes store" un tas de choses à télécharger, y compris des podcasts pour l'apprentissage du français langue étrangère.

J'en ai trouvé les suivants, gratuits:

Essayez: Coffee Break French

On peut télécharger des conversations entre adultes, enregistrés par plusieurs anglophones et francophones. Chaque émission dure une trentaine de minutes, et ils mélangent les conversations en français avec des explications en anglais.

Puis:

DailyFrenchPod, dans lequel des professeurs de français de Paris lisent des reportages sur l'actualité, tout en expliquant le vocabulaire. Ils parlent lentement, mais le résulatat ne plaira pas à tout le monde. La lenteur peut être un peu pénible, mais pour un étudiant assidu, ça serait utile.

Learn French by Podcast est présenté par des francophones qui parlent clairement, mais à une allure raisonnable. Chaque podcast dure entre 10 et 20 minutes environ.

One Thing in a French Day propose des podcasts courts de quelques minutes chacun seulement. Laetitia parle à une vitesse abordable sur une variété de sujets, plus ou moins intéressants. On peut regarder les transcriptions des podcasts sur le site web qui va avec.

http://www.onethinginafrenchday.com

Comments

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought. ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).

12 principles of second language teaching

This is a short, adapted extract from our book The Language Teacher Toolkit . "We could not possibly recommend a single overall method for second language teaching, but the growing body of research we now have points to certain provisional broad principles which might guide teachers. Canadian professors Patsy Lightbown and Nina Spada (2013), after reviewing a number of studies over the years to see whether it is better to just use meaning-based approaches or to include elements of explicit grammar teaching and practice, conclude: Classroom data from a number of studies offer support for the view that form-focused instruction and corrective feedback provided within the context of communicative and content-based programmes are more effective in promoting second language learning than programmes that are limited to a virtually exclusive emphasis on comprehension. As teachers Gianfranco and I would go along with that general view and would like to suggest our own set of g

Language Teacher Toolkit: Steve Smith's blog

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