le décalage de cadres culturels et de genrescommunicatifs des deux groupes peut aussi constituer des sources de malentendus non linguistiques

tout apprentissage est imbriqué dans la situationdans laquelle il a lieu

What principles do we need toconsider for task sequencing when taking into account both language and technol-ogy?

how does the technol-ogy affect the complexity of a task?

it will be interesting to investigatethe impact that multimodality may have on TBLT,

technology-mediated performance-based assessment should be the logical way of evaluating learners

technologies, in particular, must becomepart of the full programmatic cycle that shapes a TBLT curriculum, from needs analy-sis all the way to explicit learning outcomes for assessment and evaluation

from the most general “classroom event that has coherence and unity, witha clear beginning and an end, in which learners take an active role” (Cameron 1997:p. 346) passing through the popular definition by Willis (1996) of a “goal-orientedcommunicative activity with a specific outcome, where the emphasis is on exchangingmeaning, not producing specific language forms”

What would be required for the integration of tasks and technologyto be thoroughly reciprocal, and for pedagogic tasks to maximally benefit from thetransformative nature of new technologies?

language learning tasks which are mediated by new technologies can help minimizestudents’ fear of failure, embarrassment, or losing face; they can raise students’ motiva-tion to take risks and be creative while using language to make meaning; and they canenable students to meet other speakers of the language in remote locations, opening uptransformative exposure to authentic language environments and cultural enactments,along with tremendous additional sources of input. More generally, we believe fruitfulblends of technology and tasks can promote active student engagement in learning

key pro-ponents of task-based language learning have also long noted the benefits of incor-porating technology into task-based instructional designs (Doughty & Long 2003;Skehan 2003)

Nevertheless, we would argue thatthe relations between the two fields have been tenuous and the potential for a numberof acknowledged fruitful synergies remains unfulfilled

itwould be advantageous to make technology a simultaneous target of instruction inTBLT curricula.

and oftentimes language learning opportunities areextended in ways that would be difficult to orchestrate in traditional classroom set-tings

Ainsi, des problématiques très variées, telles que la conception et la gestion des environnements favorisant l'apprentissage collectif [ReffayChanier03], les processus socio-affectifs médiatisés [Jarvela04], la nature de l'acte collaboratif ([DillenbourgEtAl96] ; [Lund04]), les modalités de résolution synchrone et collective des problèmes [RoschelleTeasley95], les processus d'argumentation collective médiatisée ([DeVriesEtAl02] ; [Baker04]) s'y côtoient. Le champ que pourrait couvrir le paradigme Acao semble tellement vaste que les débats sur les objets de recherche et la théorisation de ce courant sont toujours d'actualité (cf. [LehtinenEtAl98] ; [Stahl02]).

comment sait-on qu’on sait, quand on est à distance ?