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Chapitre D'ouvrage Année : 2015

Countering Foreign Language Anxiety: Blended Learning Devices as a Promising Lead?

Résumé

Foreign language (L2) anxiety is detrimental to L2 acquisition (Young, 1991, for instance). To circumvent this difficulty, it may seem necessary – from a pedagogical perspective – to carry out a reflection on what could be done both in terms of training course management and instructional design to offset the limitations of anxiety against the L2 gains. To do so, after exploring theoretical possible solutions to consider to work towards achieving this objective, it was hypothesized that the most promising lead was to set up a blended learning system. In order to compare theory against realities on the ground and examine the potential of such systems to counter L2 anxiety, a longitudinal study was conducted between 2007 and 2011 with a target audience of 115 learners. Results show that the hypothesis brought forward has only been partially validated and that a subsequent adjustment of the initial pedagogical device will have to be considered to see the project through to the end.
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Dates et versions

hal-03675302 , version 1 (23-05-2022)

Identifiants

  • HAL Id : hal-03675302 , version 1

Citer

Cédric Brudermann. Countering Foreign Language Anxiety: Blended Learning Devices as a Promising Lead?. In B. R Jones. (Ed.). Blended Learning: Student Perceptions, Emerging Practices and Effectiveness. New York: Nova Publishers, 15-37, 2015. ⟨hal-03675302⟩
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