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1 CALL Nécessité et efficacité de l apprentissage autonome assisté par ordinateur CALL OHKI Mitsuru, MATSUI Sayako, HORI Shinya, NISHIYAMA Noriyuki, TAJINO Akira Résumé L enseignement du français, tel qu il a été pratiqué jusqu ici, n a toujours pas apporté des résultats satisfaisants. Il n est pas facile en effet d améliorer l efficacité des cours de langue à l université en raison de contraintes diverses. L une des possibilités réside dans un apprentissage autonome en dehors des cours de langue au moyen de CALL, bien que l efficacité de CALL dans le contexte non-présentiel ne soit pas encore avérée. Pourtant, une enquête comparative effectuée auprès d apprenants qui ont suivi des cours dans une salle de classe traditionnelle, et auprès d apprenants qui ont suivi des cours de CALL en classe et ont effectué parallèlement un apprentissage autonome hors classe, révèle qu en fonction des matériaux pédagogiques et de la configuration des cours, les apprenants de CALL gagnent plus d autonomie, qu ils sont plus motivés intrinsèquement et qu ils ont plus de possibilités d obtenir de meilleurs résultats. Mots clefs apprentissage autonome, CALL, cours non-présentiels, théorie de l autodétermination, motivation intrinsèque Revue japonaise de didactique du français, Vol. 2, n. 1, Études didactiques - octobre 2007
2 CALL CALL 2. Holec Dickinson 1995 learner independence)learner responsibility learner choice 3 self-regulated learning 3. Germain et Netten 2004 «Par autonomie d apprentissage, nous entendons ici, à l instar de Holec (1979), la capacité de mener, activement et de manière indépendante, un apprentissage de langue.» self-regulation Zimmerman 1994 «self-regulation refers to the degree that individuals are metacongnitively, motivationally, and behaviorally active participants in their own learning process» Zimmerman Self-Evaluation 2 Organization 3 Transformation 4 Goal Setting 5 Planning 6 Information Seeking 7 Record Keeping 8 Self-Monitoring 9 Environmental Structuring 10 Giving Self-Consequences 11 Rehearsing 12 Memorizing 13 Seeking Social Assistance 14 Reviewing 131
3 CALL Holec, 1979; Pintrich, Bouffard-Bouchard et al., 1991; Pintrich & DeGroot, 1990; Schunk & Ertmer, 2000; Black & Deci, 2000, Vansteenkiste et al., Nunan (1991) Display interaction Referential
4 domain knowledge strategic knowledge Winne, 1995; Pintrich, 1999 web 6. Deci Rayon self-determination theory external regulation) introjected regulation)identified regulation)integrated regulation) amotivation 1 competence autonomy relatedness 1 Deci & Ryan (1985), (2002) (2004) 133
5 CALL optimal challenges positive feedback providing choice sense of control informative feedback 7. CALL CALL CALL CALL CALL CALL CALL 134
6 1. CALL CALL 8. CALL 2003 CALL CALL CALL a, b) Hiromori 2004) 2005) Karsenti 1999 Karsenti, Savoie-Zajc et Larose 2001 web 135
7 CALL Chang 2005 web Karsenti Chang 9. CALL CALL CD-ROM CD-ROM 2 CD-ROM Check list CD-ROM CD-ROM CD-ROM
8 optimal challenges positive feedback providing choice sense of control CD-ROM 3 informative feedback CD-ROM student isolation CALL 2. CALL CALL CALL CALL CALL CALL CALL CALL
9 CALL CALL CALL Self-Evaluation Self-Monitoring Record Keeping Goal Setting CALL CALL 124 CALL CALL 138
10 CALL CALL CALL CD-ROM CALL CALL CALL CALL Noels et al «Why are you learning French?» Wilcoxon CALL Mann-Whitney U Spearnan SPSS for Windows 14.0J CALL C 8 C 3 139
11 CALL D 3 D14 D 19 CALL N M SD N M SD CALL CALL.000 p <.01 CALL.013 p <.05 CALL.002 p < CALL 2. CALL CALL F 1 CALL F 2 CALL F 3 CALL F 4 CALL CALL N M SD P p < CALL M B 3
12 C 1 C 4 C 7 CALL N M SD N M SD CALL CALL CALL.000 p <.01 CALL. CALL. CALL D 4 D 5 D8 D 10 D 11R D 16R D 23 CALL N M SD N M SD
13 CALL CALL.026 p <.05 CALL.005 p <.01 CALL CALL.000 p < CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL TA CALL CALL 142
14 CALL CALL (2007) (2007) 143
15 CALL CALL N M SD N M SD CALL CALL CALL CALL 1. CALL 2. CALL D 1 D 18 D 20 D 13 D 15 CALL N M SD N M SD CALL CALL.001 p <.01 CALL.000 p <.01 CALL.015 p < CALL 2. CALL 144
16 CALL N M SD N M SD CALL CALL CALL CALL CALL N M SD N M SD CALL CALL CALL CALL 145
17 CALL CALL CALL N M SD N M SD CALL CALL CALL.001 p <.01 CALL CALL CALL
18 CALL N M SD N M SD CALL.000 p <.01 CALL.005 p <.01 CALL.000 p <.01 CALL.006 p < CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL CALL 147
19 CALL CALL CALL CALL CALL **.307**.262**.191* 265** -.270**.295**.241* **.511**.429**.448** **.481** **.263**.264**.192*.251** -.505**.263**.254** **.373**.289**.232*.296** -.346**.374**.265** *.426**.458**.425**.350** -.307**.459**.425** **.401**.336**.315**.263** -.512**.395**.304**. 148
20 CALL **.242**.194* *.233** ** *.219* *.218* **.349** ** *.314**.197* CALL **.351**.324**.230*.216* -.317*.361**.224* **.322**.264**.190*.179* -.266**.318**.199* **.354**.270**.255**.241** -.302**.341**.291** ** p <.01 * p <.05 CALL CALL 149
21 CALL 13. CALL. B BLACK, A. E., & DECI, E. L. 2000), «The effects of instructors autonomy support and students autonomous motivation on learning organic chemistry: a self-determination theory perspective», Science Education, 84, pp BOUFFARD-BOUCHARD, T., PARENT, S. & LARIVEE, S. (1991), «Influences of selfefficacy on self-regulation and performance among junior high-school age students», International Journal of Behavioral Development, 14, pp CHANG, M. M. (2005), «Applying self-regulated learning strategies in a webbased instruction an investigation of motivation perception», Computer assisted language learning, 18, 3, pp DECI, E. L. & RYAN, R. M. (1985), Intrinsic motivation and self-determination in human behavior, New York : Plenum. DECI, E. L. & RYAN, R. M. (2002), Handbook on Self-Determination Research, New York : The University of Rochester Press. 150
22 DICKINSON, L. 1995), «Autonomy and motivation A literature review», System, 23 2), GERMAIN C. & NETTEN J. 2004), «Facteurs de développement de l autonomie langagière en FLE / FLS», ALSIC, 7, décembre 2004, alsic.org. pp HIROMORI, T.(2004), «Learner autonomy in L2 language education: The Self- Determination Theory perspective» HELES (Hokkaido English Language Education Society) Journal, 4, pp a, HELES (Hokkaido English Language Education Society) Journal, 3, pp b, STEP Society for Testing English Proficiency) Bulletin, 15, pp ,, JACET Japan Association of College English Teachers) Bulletin, 41, pp HOLEC, H. (1979), Autonomie et apprentissage des langues étrangères, Hatier. < KARSENTI, T. (1999), «Student Motivation and Distance Education on the Web: Love at First Sight?» < karsenti.html> Karsenti, T., Savoie-Zajc, L. et Larose, F. 2001), «Les futurs enseignants confrontés aux TIC : changements dans l attitude, la motivation et les pratiques pédagogiques», Éducation et francophonie, 29 1). 2007,, Revue japonaise de didactique du français, 2, 1, pp NOELS, K. A., PELLETIER, L. G., Clément, R., & Vallerand, R. J. 2000), «Why are you learning a second language? Motivational orientations and Selfdetermination theory», Language Learning 50, 1, pp NUNAN, D. 1991), «Communicative task and the language curriculum», TESOL Quarterly 25.,,,
23 CALL CALL 32, pp PINTRICH, P. R. & DEGROOT, E. V. 1990), «Motivation and self-regulated learning components of classroom academic performance», Journal of Education Psychology, 82, pp PINTRICH, P.R. 1999), «The role of motivation in promoting and sustaining self-regulated learning», Educational Research, 31, pp SCHUNK, D. H. & ERTMER, P. A. 2000), «Self-regulation and academic learning: Self-efficacy enhancing interventions», in BOEKAERTS, M., PINTRICH, P. R., & ZEIDNER, M. Eds.), Handbook of self-regulation, San Diego: Academic Press. pp ),, :. VANSTEENKISTE, M., SIMONS, J., LENS, W., SHELDON, K. M., & DECI, E. L. 2004), «Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts», Journal of Personality and Social Psychology, 87, pp WINNE, P.H. 1995), «Self-regulation is ubiquitous but its forms vary with knowledge», Educational Psychologist, 30-4, pp ZIMMERMAN, B. 1990), «Self-regulated learning and academic achievement: an overview», Educational Psychologist, 25-1, pp ZIMMERMAN, B. J. 1994), «Dimensions of academic self-regulation: a conceptual framework for education», in SCHUNK, D. H. & ZIMMERMAN, B. J. (Eds.), Self-Regulation of Learning and Performance, Hillsdale: Lawrence Erlbaum Associates. pp
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