Échange implicit-explicit: Une nouvelle exploration d’enseignement des langues par l’approche actionnelle : Un exemple de Le Nouveau Rond-Point

Jianghui HUANG, Zhihong PU

Abstract


Task-based teaching method has been put forward since 1980s. It has the advantages and disadvantages such as learning by doing, students’ active participation, personalized curriculum and also difficult control of implementation and measurement standards, etc. Accompanied by disputes and doubts, it has experienced a period of popularity in foreign language classes. With the development of information technology and more convenient access to knowledge, cross-cultural communication has become more frequent, and the requirements for foreign language proficiency have also changed. Today, the first two decades of the 21st century are coming to an end and we advocate innovative awareness and cultivate innovative ability. We will explore how foreign language knowledge and ability can be embodied in the task-based classroom through explicit-implicit conversion mechanism under the framework of internalization-externalization.


Keywords


Explicit-implicit; Internalisation-externalisation; Capacité d’innovation; l’approche actionnelle

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References


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DOI: http://dx.doi.org/10.3968/11195

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