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Perspective actionnelle et pédagogie du projet : De la culture individuelle à la construction d’une culture d’action collective

Abstract : The task-based approach in foreign language teaching and learning considers learners as ‘social agents’, i.e. members of society who accomplish tasks (not exclusively language-related) in a given set of circumstances, in a specific environment and within a particular field of action. While speech acts occur in language activities, these activities are part of a wider social context, which provides them with a meaning. The authors of the Common European Framework of Reference for Language were probably not aware of the impact of such an idea. In the CEFR definition, we can notice the distinction between using and learning action. This distinction is not really new and we have got a task which links up these two action types: education plan. This teaching and learning task constitutes a cultural co-construction model of knowledge and know-how. Knowledge, savoir-faire, savoir agir, which constitute individual cultures of action, allow the construction of a culture of shared action. Through an educational plan,social agents make use of their individual culture of action in order to create a commonculture of action, which is materialized by the products of the educational plan.
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https://hal.archives-ouvertes.fr/hal-03624463
Contributor : Emilie Perrichon Connect in order to contact the contributor
Submitted on : Wednesday, March 30, 2022 - 12:08:42 PM
Last modification on : Friday, June 17, 2022 - 1:01:59 AM

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Emilie Perrichon. Perspective actionnelle et pédagogie du projet : De la culture individuelle à la construction d’une culture d’action collective. Synergies Pays Riverains de la Baltique, GERFLINT, 2009, pp.91-111. ⟨hal-03624463⟩

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