D. François, Ph. Neyt, Fr. Stas

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1 D. François, Ph. Neyt, Fr. Stas
Markin, logiciel d’annotation systématique de production écrite: expériences et mise en pratique Cyber-langues Louvain-la-Neuve 22-24 août 2006 D. François, Ph. Neyt, Fr. Stas Institut des Langues Vivantes

2 Plan Introduction Aperçu des fonctions et mise en pratique
Perspectives Echange Evaluations et conclusion

3 Introduction Atouts des exercices de production écrite en ligne
Interactif "it is the relationships and interactions among people through which knowledge is primarily generated. The learning community takes on new proportions in this environment and consequently must be nurtured and developed so as to be an effective vehicle for education.” (Palloff and Pratt,p. 15)

4 Introduction (2) Atouts (2) Autonomie: où je veux, quand je veux
Feedback détaillé Nombre élevé de versions

5

6 Introduction (3) Limites Temps requis Code de correction commun
Retour aux techniques traditionnelles pour certains

7 Introduction (4) Principe de base à l’ILV Questionnement
Si plus gourmand en temps … Quel intérêt?

8 Introduction (5) Réponse:
“The computer’s capacity to track the content of the interactions between users, that is, the essays written by the learners, the comments given by the teacher on these essays, and the response of the learner to specific comments. […] This feature makes available invaluable information that can serve as a cumulative source of insight for both learners and teachers, information which in traditional writing classrooms remains scattered, ephemeral, and highly inaccessible.” (Wible p. 299)

9 Markin Introduction 15 enseignants, 5 cours + 400 étudiants
FLE, anglais

10 Markin (2) Interface Fonctions de base Importation
Etiquettes, liens et feedback standard préenregisté Feedback général Analyse d’erreurs, exportation et envoi à l’étudiant Correction par l’étudiant

11 Markin (3) Fonctions supplémentaires
Statistiques de plusieurs fichiers Courrier électronique intégré

12 Markin (4) Perspectives Conséquences sur la recherche Learner Corpora
“We are developing ways to give users access to information that they themselves create.” (Wible p. 310) “The creation and analysis of corpora of learner language data is an extremely new and promising field of research. One of the formidable obstacles in this field is a practical one of how to input the learner data.” (Granger 1998 in Wible p. 310)

13 Markin (5) Perspectives (2)
“Learner corpora are collections of text produced in the target language by learners of the target language. Such collections in themselves, however, are worth little to teachers and researchers. Their potential value lies rather in the insights such corpora can provide into […] their particular difficulties in acquiring the target language […]. For this reason, the second great challenge beyond capturing learner corpora is annotating them in ways that make it possible for researchers to uncover those sorts of insights.” (Wible p. 311)

14 Markin (6) Limites Système externe Mobilité réduite
Affichage du feedback parfois démotivant Interactivité réduite(précision vs. “fluency”) Analyse basique d’erreurs Manque de critères liés à la structure, la cohésion, le genre, le contenu

15 Conclusion Temps élevé Potentiel élevé
Feedback personnalisé, constructif, à long terme 1.Plus de pratique 2.Rapport d’évolution 3.Remédiation feedback

16 Bibliographie Granger, Sylviane. The Computer learner corpus: a versatile new source of data in SLA research. In Sylviane Granger, Learner English on Computer. London: Longman. Palloff, Rena M., and Keith Pratt. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom, San Francisco: Josey-Bass Publishers, 1999. Wible, David. A Web-based EFL writing environment: integrating information for learners, teachers and researchers. Computers and Education, 37,