Les stratégies collaboratives d’apprentisssage lors d’un échange en tandem via Internet

Lewis, Timothy and Stickler, Uschi (2007). Les stratégies collaboratives d’apprentisssage lors d’un échange en tandem via Internet. Revue LIDIL(36) pp. 163–188.

URL: http://lidil.revues.org/index2543.html

Abstract

There is research evidence that language learning strategies are used by students in independent and collaborative contexts as well as in classroom-based learning (Wenden, 1987: 8-9). The present article deals with just such a context. In exchanging emails with native speakers of their target language, Tandem learners aim to improve their (written) language independently. the authors undertook a qualitative analysis of a corpus of emails from three email Tandem exchanges in German and English for evidence of language learning strategies applied by the learners. Strategy categories were based on Oxford’s (1990) groupings, adapted to fit a collaborative online context. Of the conventional language learning strategies identified by Oxford, social strategies are most in evidence. However, email Tandem learners also employ strategies that are specific to the online environment and strategies of co-operation and negotiation that are specific to Tandem learning.

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