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Interactions parents-enfant annotées pour l'étude de la liaison. Ce corpus contient la transcription d'environ 15H de conversations informelles entre enfant et parents. Les données de ce corpus ont été structurées dans le cadre du projet ALIPE (Acquisition de la Liaison et Interactions Parents Enfants) du Laboratoire de Recherche sur le Langage.

This pedagogical corpus, its resources and tasks have been designed for pre-service language teachers and teacher trainers. Whilst the activities are in English, in this version of the corpus (July 2013) the resources are in French. Target users must thus be proficient in the French language., Objectives: identify language tutors' and students' differing views of successful collaboration; summarise the characteristics of successful collaboration and produce a list of implications for practice; appraise the advantages of keeping a teaching journal; compare and contrast reflections from a teaching journal with naturally occuring data (interaction tracks) and researcher-provoked data (student feedback) to analyse whether teachers should base reflections about teaching practice solely on journal entries and personal reactions., The basis of this pedagogical corpus, is a teaching journal held by an EFL language tutor Tim Lewis during the Copéas course which he taught online in 2006. The tutor had no prior experience of online language teaching. The aim of the course was for students to develop skills for working with partners in the distance learning field. Students analysed educative websites and proposed a guide in their foreign language (English) for designing these. The students, who were studying a Master's programme in Open and Distance Education at the Université de Franche Comté, met online with their tutor eight times during the course. These sessions lasted for between 60 and 80 minutes and were held in the online environment Lyceum. The students were false beginners of English. Their previous study of English dated back to between five and 30 years prior to the course., Discourse type: dialogue

This corpus is extracted from the global Learning and Teaching Corpus ARCHI21 (Chanier and Wigham, 2011). The corpus concerns data extracted from an intensive Content and Learning Integrated Learning (CLIL) course Building Fragile Spaces. This course formed an action with the European project 'Architectural and Design based Education and Practice through Content and Language Integrated Learning using Immersive Virtual Environments for 21st Century Skills', Lifelong Learning Programme, KA2 Languages, DG EAC/41/09, llp-eacea-KA2-MultProj-ARDNM., Data from six Second Life reflective sessions (slrefl-av-j2, slrefl-av-j2, slrefl-ls-j3, slrefl-es-j3 slrefl-sc-j2 and slrefl-sc-j3) were firstly transcribed according to a predefined methodology (Saddour, Wigham and Chanier, 2011) and using ELAN. The data was then collated and to examine the role played by the textchat modality in the interaction and whether the textchat could serve for feedback provision. Specifically, the following research questions were formulated. In synthetic worlds, what are the effects of multimodal communication on feedback? If the textchat plays a role in the interaction, can it serve for feedback provision or because students and tutors are required to manage communication across multiple modes, will they not be able to pay attention to feedback due to potentially being cognitively overloaded? Furthermore, if the textchat is used for feedback, will the type of errors leading to feedback reflect results found in monomodal environments and what strategies are used to provide feedback? Finally, given the multimodal nature will students, having to deal with multiple communication channels, be able to respond to feedback in the textchat? When, and in what modality, will responses occur? These research questions were addressed by annotation the transcriptions from the six reflective sessions in XML according to a pre-defined coding system (see resource "resource-mce-coding-manual-pdf"). Our analysis revealed that textchat usage was influenced by tutors' attitudes towards this modality. The tutor who systematically used the text chat showed the importance placed on this modality within the interaction and the students followed this lead by contributing regularly in the text chat. The tutor who adopted primarily the voice chat, however, showed that the text chat was not central to interaction and, while the students suggested an eagerness to use the modality, their text chat acts although few outnumbered those of the tutor and the interaction to, The quantitative analyses of textchat and audio (voicechat) communication in this corpus reveal 836 audio acts and 487 textchat acts. The audio acts contained a total of 20621 tokens and the textchat acts 2328 tokens., Discourse type: dialogue

This pedagogical corpus, its resources and tasks have been designed for pre-service language teachers and teacher trainers. The majority of resources are in English. However, the multimodal transcriptions of the interaction tracks from the French-as-a-foreign language group LS are in French. It is possible to do the all of the activities in this corpus without using these six resources if necessary. For activity 2.2 you will simply focus on the transcriptions of the English-as-a-foreign-language group ES rather than both the ES and LS groups., Objectives: identify and code textchat's different discursive functions when used in a multimodal environment; summarise differences in the use of the textchat by two different student workgroups; identify and code different types of corrective feedback that were provided in the textchat by the tutor and the students; summarise patterns of use of the textchat for feedback; identify whether, given the multimodal nature of the synthetic world environment, students could deal with multiple communication channels, and were able to respond to feedback in the textchat, This pedagogical corpus focuses on data from the "Building Fragile Spaces" course that formed part of the European Lifelong Learning Archi21 project. The course was organised as a five-day intensive design studio for students of architecture that adopted a Content and Language Integrated Learning approach. The architectural focus of the design studio was the design and fabrication of the immersive environment in Second Life for the Archi21 project. 'Building Fragile Spaces' involved eight female and nine male students, aged between 21 years and one month and 25 years and 8 months. Students ranged from first year undergraduates to second year Masters' students. French was the mother tongue of nine of the seventeen students. The mother tongues of the remaining eight were: Spanish, Chinese, Italian, Korean and Arabic. The participants were divided into four workgroups. This division was thematic and linguistic: each workgroup received a different architectural brief and had a dominant second language. Two workgroups, studying the themes of '(e)spaces' (GE) and 'scenarios' (GS) in Second Life had English as their target language (ESL) and two groups studying the themes of 'avatars' (GA) and 'land+scapes' (GL) had French as their target language (FLE). One French and one English language tutor participated in the course alongside a French architecture tutor and an American architecture tutor. The students and the architecture tutors were co-present in the physical classroom. However, the English and French language tutors met with the students inworld, connecting to Second Life at a distance., Discourse type: dialogue

The distinguished corpus archi21-slrefl-av-j4 provides the transcriptions of verbal and nonverbal interactions of this screen-recorded Second Life reflection session that involved the group avatars (av) on day 4. It also describes the annotation methodology adopted. Verbal and nonverbal communication were coded using a pre-defined set of conventions. Indeed, a transcription manual was elaborated, following previous work by Ciekanski & Chanier (2008), to define and classify the conventions regarding the transcription of multimodal data. This manual was also based on the methodology of constitution of learner corpora (LETEC, LEarning and TEaching corpora; Mulce, 2010)., This distinguished corpus relates to the global Learning and Teaching Corpus of ARCHI21 [oai : mulce.org:mce-archi21-letec-all]. As part of the course Builiding Fragile Spaces within the project Archi21, the screen-recorded reflective session archi21-slrefl-av-j4 provided the architecture students in the avatars (av) group with opportunities to "stand back" from the architectural macro task to give them better understanding of the ideas explored with their architecture teachers. This process was encouraged by asking them to recall and describe in their L2 the information given to them by teachers, to infer the relevance of this knowledge and to identify and express possible paths of future enquiry or direction for the development of their project work., The quantitative analyses of verbal and nonverbal communication in this corpus reveal 316 verbal acts of which 297 are audio acts and 19 are text chat acts. As for the nonverbal acts, we counted 41 acts: 29 kinesic acts, 5 production acts, 5 movement acts and 2 appearance / disappearance acts., Discourse type: dialogue

This distinguished corpus relates to the global Learning and Teaching Corpus of ARCHI21 [oai : mulce.org:mce-archi21-letec-all ]. As part of the course Builiding Fragile Spaces within the project Archi21, the screen-recorded reflective session archi21-slrefl-sc-j2 provided the architecture students in the scenarios (sc) group with opportunities to "stand back" from the architectural macro task to give them better understanding of the ideas explored with their architecture teachers. This process was encouraged by asking them to recall and describe in their L2 the information given to them by teachers, to infer the relevance of this knowledge and to identify and express possible paths of future enquiry or direction for the development of their project work., The distinguished corpus archi21-slrefl-sc-j2 provides the transcriptions of verbal and nonverbal interactions of this screen-recorded Second Life reflection session that involved the group scenarios (sc) on day 2. It also describes the annotation methodology adopted. Verbal and nonverbal communication were coded using a pre-defined set of conventions. Indeed, a transcription manual was elaborated, following previous work by Ciekanski & Chanier (2008), to define and classify the conventions regarding the transcription of multimodal data. This manual was also based on the methodology of constitution of learner corpora (LETEC, LEarning and TEaching corpora; Mulce, 2010)., The quantitative analyses of verbal and nonverbal communication in this corpus reveal 624 verbal acts of which 376 are audio acts and 248 are text chat acts. As for the nonverbal acts, we counted 784 acts: 753 kinesic acts, 4 acts of production, 24 movement acts and 3 appearance / disappearance acts., Discourse type: dialogue

Data from the avatar and scenario workgroups' Second Life reflection sessions held on day two of the course (slrefl-av-j2 and slrefl-sc-j2) were firstly transcribed according to a predefined methodology (Saddour, Wigham and Chanier, 2011) and using ELAN. The data was then collated and to examine whether the nonverbal communication acts of the avatars allowed the students to engage more in the verbal interaction, an analysis of variance was then carried out using SPSS software according to two hypotheses: 1. The more nonverbal acts an actor performs the more verbal acts s/he performs. 2. An increase in the number of nonverbal acts performed by an actor there is an increase in the total length of the actor's verbal acts. Our analysis shows that a student who performed a greater number of nonverbal acts did not therefore necessarily perform a greater number of verbal acts. However, there was a proportional increase between the total length of all verbal acts performed by a student and the total number of nonverbal acts performed., This corpus is extracted from the global Learning and Teaching Corpus ARCHI21 (Chanier and Wigham, 2011 [oai : mulce.org:mce-archi21-letec-all]). The corpus concerns data extracted from an intensive Content and Learning Integrated Learning (CLIL) course Building Fragile Spaces. This course formed an action with the European project 'Architectural and Design based Education and Practice through Content and Language Integrated Learning using Immersive Virtual Environments for 21st Century Skills', Lifelong Learning Programme, KA2 Languages, DG EAC/41/09, llp-eacea-KA2-MultProj-ARDNM., The quantitative analyses of verbal and nonverbal communication in this corpus reveal 905 verbal acts of which 648 are audio acts and 257 are text chat acts. As for the nonverbal acts, we counted 1319 acts: 1283 kinesic acts, 9 acts of production, 24 movement acts and 3 appearance / disappearance acts., Discourse type: dialogue

This distinguished corpus relates to the global Learning and Teaching Corpus of ARCHI21 [oai : mulce.org:mce-archi21-letec-all]. As part of the course Builiding Fragile Spaces within the project Archi21, the scree-recorded reflective session archi21-slrefl-es-j3 provided the architecture students in the e-spaces group with opportunities to "stand back" from the architectural macro task to give them better understanding of the ideas explored with their architecture teachers. This process was encouraged by asking them to recall and describe in their L2 the information given to them by teachers, to infer the relevance of this knowledge and to identify and express possible paths of future enquiry or direction for the development of their project work., The distinguished corpus archi21-slrefl-es-j3 provides the transcriptions of verbal and nonverbal interactions of this screen-recorded Second Life reflection session that involved the group e-spaces (es) on day 3. It also describes the annotation methodology adopted. Verbal and nonverbal communication were coded using a pre-defined set of conventions. Indeed, a transcription manual was elaborated, following previous work by Ciekanski & Chanier (2008), to define and classify the conventions regarding the transcription of multimodal data. This manual was also based on the methodology of constitution of learner corpora (LETEC, LEarning and TEaching corpora; Mulce, 2010)., The quantitative analyses of verbal and nonverbal communication in this corpus reveal 317 verbal acts of which 160 are audio acts and 157 are text chat acts. As for the nonverbal acts, we counted 727 acts: 723 kinesic acts, 4 acts of production, 2 movement acts and 2 appearance / disappearance acts., Discourse type: dialogue

This corpus is based on data extracted from the global Learning & Teaching Corpus INFRAL (INterculturel FRance-ALlemagne). The analysis of a discussion from quadrem 4, which might have been a source of conflict, enabled to identify tracks of the contributors’ involvement in the intercultural discussion. This involvement can be seen in terms which are quoted, developed and/ or summarized by other quadrem’s members. This involvement encourages an explanatory perspectives’ crossing about a same event. Due to this involvement, the quadrem’s members managed not to avoid this discussion topic, and so to express intercultural competences., Discourse type: dialogue, Discourse type: narrative

This is the Learning and Teaching Corpus of the online educational experiment ECOFRALIN (Echanges COlombie FRAnce en Ligne INterculturels project) conducted by the Universidad Libre Bogota (Bogota, Colombia) (ULB) and Université de Franche-Comté (Besançon, France) (UFC) (2008). The corpus includes the pedagogical scenario, described in several formats, the research protocol, participant's online interactions and productions (structured in XML), list of participants, licences of use., Please note that some analysis of the pre- and post- questionnaires and of the blogs are done for this corpus. They can be found in the file : /mce-ecofralin-letec-all/content/Analysis/ ., We define a Learning & Teaching Corpus as a structured entity containing all the elements resulting from a communicative on-line learning situation, whose context is described by an educational scenario and a research protocol. The core data collection includes all the interaction data, the productions of the course participants, and the tracks, resulting from the participants’ actions in the learning environment and stored according to the research protocol. In order to be able to be shared, and to respect participant privacy, these data should be anonymised and a license for its use be provided in the corpus. A derived analysis can be linked to a given set of data under consideration, used or computerized for this analysis. An analysis consisting in data annotation/transcription/transformation, accurately connected to its original data, can be merged with the corpus itself, in order for other researchers to compare their own results on a concurrent analysis or to build their complementary analysis upon these results. The definition of a Learning & Teaching Corpus as a whole entity comes from the need of explicit links, between interaction data, context and analyses. This explicit context is crucial for an external researcher to interpret the data and to perform its own analyses. This definition seeks to capture the context of the data stemming from the course in order to allow a researcher to look for, understand and connect this information whether or not he/she was involved in the original course. More details about a LETEC corpus an ist structure at : http://lrl-diffusion.univ-bpclermont.fr/mulce/metadata/mce_LETECorpus-en.pdf, This corpus contains a total of 945 acts, of which 922 are blog acts, 16 are audio acts and 7 are mail acts., Discourse type: dialogue, Discourse type: narrative

Le corpus correspond à un extrait de la séance R2 du groupe des intermédiaires-avancés (groupe R) de la formation Copéas. Lors de cette séance qui a pour thématique "context", les apprenants ont à discuter des fonctions et fonctionnalités de l'Internet. Cet extrait se déroule dans le lobby de l'environnement Lyceum (Lyceum 2005) et concerne 7 acteurs : 6 apprenants (AR1; AR2; AR3; AR4; AR6; AR7), et le tuteur (TutR). Lors de la conversation informelle sur les activités du week-end qui débute la séance, AR4 explique qu’il est allé écouter un concert des Enfoirés. Ce sujet occasionne une interrogation chez les deux participants non-natifs du groupe (AR1 et TutR) suivie d'une tentative d’explication par les apprenants natifs, donnant lieu à un jeu entre modalités, en soutien de l’oral. L'extrait se focalise sur la façon dont les participants mêlent les trois modalités audio, clavardage et vote pour étayer collaborativement le discours oral mis en place. La transcription de cette séquence a été extraite du corpus d'apprentisssage global Copeas (sous-partie SID). Ce corpus utilise des données extraites d'un autre corpus distinguable référencé ci-après., Discourse type: dialogue, Discourse type: narrative

Le corpus correspond aux séquences pédagogiques de la séance T8 du sous-groupe B des faux-débutants de la formation Copéas. Dans cette séance, les apprenants ont à rédiger collaborativement les grandes lignes d'un rapport réflexif portant sur la formation d'anglais qu'ils viennent de suivre dans l'environnement audio-graphique synchrone Lyceum (Lyceum 2005), en complétant la structure fournie par le tuteur (TutT) dans l'outil traitement de texte du collecticiel. Cette tâche a été préparée en amont par un travail individuel sur l'évaluation de l'environnement Lyceum déposé dans la plateforme asynchrone WebCT. Le corpus commence par une discussion entre les apprenants du groupe B sur la façon de rajouter le clavardage à l'environnement de travail préparé par le tuteur. Lors de la réalisation de la tâche, les apprenants rencontrent de grandes difficultés à renseigner le document préparé, si bien que le tuteur décide exceptionnellement de rester avec eux pour les accompagner dans leur processus d'écriture. Les échanges se réalisent principalement dans les modes écrit et oral et dans les modalités traitement de texte, audio et clavardage, en mêlant français et anglais. Le tuteur clot la séance en leur donnant rendez-vous pour une rencontre en face-à-face la semaine suivante, rencontre qui s'inscrit dans le protocole de recherche attenant à la formation. La séance s'achève sur une discussion informelle entre apprenants sur le travail à faire dans le master FOAD, en salle 102 puis dans le lobby. La transcription de cette séquence a été extraite du corpus d'apprentisssage global Copeas (sous-partie SID)., Discourse type: dialogue, Discourse type: narrative

Le corpus correspond à un extrait de la séance T8 du groupe des faux-débutants (groupe T) de la formation Copéas. Lors de cette séance, les apprenants, divisés en deux sous-groupes A et B, ont à rédiger collaborativement les grandes lignes d'un rapport réflexif portant sur la formation d'anglais qu'ils viennent de suivre dans l'environnement audio-graphique synchrone Lyceum (Lyceum 2005), en complétant la structure fournie par le tuteur (TutT) dans l'outil traitement de texte du collecticiel. Cette tâche a été préparée en amont par un travail individuel sur l'évaluation de l'environnement Lyceum déposé dans la plateforme asynchrone WebCT. Cet extrait se déroule dans la salle 101 de l'environnement Lyceum (Lyceum 2005) et concerne 4 acteurs : 3 apprenants (AT1 ; AT3 ; AT6) du sous-groupe A, et un chercheur (res4) qui intervient ponctuellement dans le clavardage pour aider les apprenants, en remplacement du Tuteur (TutT) resté en salle 102 où travaille en parallèle le sous-groupe B (voir autre corpus distinguable référencé ci-après). L'extrait se focalise sur une transaction qui a pour objet la rédaction des éléments de réponses à la question C du canevas préparé par le tuteur (TutT). Lors de cette micro-tâche, les apprenants évaluent les progrès qu'ils ont réalisés dans chacun des objectifs du cours d'anglais qu'ils viennent de suivre. Cette transaction se réalise dans le module "traitement de texte" du collecticiel et dans les modalités audio et clavardage grâce auxquelles les apprenants co-construisent leur texte. La transcription de cette séquence a été extraite du corpus d'apprentisssage global Copeas (sous-partie SID)., Discourse type: dialogue, Discourse type: narrative

Le corpus distinguable correspond aux deux premières séquences de la session R6 du groupe des intermédiaires-avancés de la formation Copeas. Tout d'abord, une séquence de salutations entre les apprenants du groupe (R) qui se retrouvent dans le lobby de l'environnement audio-graphique synchrone Lyceum (Lyceum 2005). Cette séquence donne lieu à une conversation informelle sur les activités du week-end des uns et des autres en anglais. Puis, les apprenants se divisent en deux sous-groupes dont la répartition est identique à celle adoptée durant la session R5. Les apprenants du sous-groupe A travaillent en salle 102 à la réalisation d'une tâche collaborative consistant à l'élaboration d'une carte conceptuelle sur la qualité des sites internet, commencée lors de la session R5, à l'aide de l'outil "carte conceptuelle" du collecticiel Lyceum. Les échanges se déroulent dans les modes écrit, oral et iconique, et les modalités audio, clavardage et carte conceptuelle. Ce travail d'élaboration donne lieu à une tâche de négociation en L2 à la fois sur le contenu et la forme de la carte conceptuelle. En outre, il est à noter que le tuteur du groupe (TutR) est absent et qu'il est remplacé par le tuteur (TutT) qui travaille pour la première fois avec ce groupe. Ce dernier occupe une place plutôt en retrait par rapport aux deux sous-groupes. La transcription de ces séquences a été extraite du corpus d'apprentisssage global Copeas (sous-partie SID)., Discourse type: dialogue, Discourse type: narrative

This LETEC corpus provides research data based on an article which addressed educators who find themselves facing the need to develop their e-teaching skills, with little or no formal training or institutional support. It explores how this can be achieved using the notion of ‘teacher autonomy’ in combination with standard professional development measures for language teachers. The article recounts an attempt to develop my own e-teaching skills, within the framework of an 8-week collaborative project. In the course of this project, I learned to use synchronous audiographic conferencing software (Lyceum, as developed by the Open University (OU), U.K.) in combination with an asynchronous virtual learning environment (WebCT) to teach English for specific purposes to a group of 14 Masters degree students in a French university. Largely unfamiliar at the outset with the pedagogic use of the software, I consider how critical analysis and reflection (by means of a teaching journal) can be used in combination with observation by a ‘critical friend’ to inform pedagogic decisions in pursuit of a nondirective approach to teaching and learning. I also address the affective dimension of such a process, especially the stresses to be dealt with by the novice tutor in a multimodal environment. Where there are limits to the approach adopted, I identify those limits., Discourse type: dialogue, Discourse type: narrative

Le corpus distinguable correspond à la deuxième séquence de la session T6 du groupe des faux-débutants (groupe T) de la formation Copeas (un autre corpus distinguable décrit la première). Durant cette séquence, les participants du groupe (T) se retrouvent dans la salle 101 de l'environnement audio-graphique synchrone Lyceum (Lyceum 2005). La transcription de ces séquences a été extraite du corpus d'apprentisssage global Copeas (sous-partie SID)., Discourse type: dialogue, Discourse type: narrative

This corpus has been built around data extracted from the global Learning & Teaching Corpus Copéas. It provides the analysis processed on these data and refered to the publications made around this work. The present article deals with the strategies of a foreign language learner in an on-line learning setting notably based on an audio-synchronous computer-mediated-communication environment. In the English for Specific Purposes training courses at stake, two groups of learners have been working on collaborative tasks. These two groups have been established according to an estimation of the learners' level in the target language. Our case study concerns one learner of the A1-A2 level-group, within which, however, the levels are still heterogeneous. This adult learner who has decided to resume university training has not practiced the L2 for many years. In a first theoretical part, we discuss the links between strategies and consciousness, and the classifications that distinguish the grouping of the learning strategies from the grouping of the use strategies. We go further into our categorization of strategies with the metacognitive, cognitive, affective and social types of strategies. In a second part of the article we present an original research methodology based on a questionnaire, a semi-directed interview, a critical-event-recall interview and the transcripts of the multimodal interactions. We analyze examples of strategy occurrences through excerpts of these crossed-data, with on the one hand the strategies mentioned for the preparation phase and on the other hand those that occurred in comprehension and production situations. A table summarizes and illustrates the variety of the strategies implemented by this learner. It allows us to further discuss our criteria of distinction between the two groupings of strategies, as well as the particular place of social strategies within the training arrangement at stake. We open up some perspectives about the so debated q, Ce corpus a été construit à partir de données extraites du corpus global d'apprentissage Copéas. Il fournit les données de recherche en rapport avec une publication qui porte sur les stratégies d'un apprenant de langue étrangère dans un dispositif de formation en ligne s'appuyant, notamment, sur une plate-forme audio-synchrone. Il s'agit d'une formation en anglais sur objectifs spécifiques dans laquelle les apprenants sont répartis en groupes suivant leur niveau en langue et travaillent sur des tâches de nature collaborative. L'apprenant pour lequel nous réalisons une étude de cas ici appartient au groupe de niveau A1 - A2, au sein duquel les niveaux sont cependant encore assez hétérogènes. Il est en formation continue et n'a pas pratiqué la L2 depuis de nombreuses années. Dans une première partie théorique, nous discutons des rapports entre stratégies et conscience, des classifications distinguant, d'une part, le groupe des stratégies d'apprentissage de celui des stratégies d'usage et, d'autre part, les types de stratégies métacognitives, cognitives, sociales et affectives. Une seconde partie de l'article nous permet de développer une méthodologie originale de recherche qui s'appuie sur un questionnaire, un entretien semi-directif, une auto-confrontation et les transcriptions des interactions multimodales. À partir d'extraits de ces données croisées, nous analysons des exemples d'occurrences de stratégies, en distinguant celles mentionnées pour la phase de préparation des activités en ligne de celles intervenues en situation de compréhension et de production. Un tableau récapitulatif illustre la grande variété des stratégies mises en œuvre par cet apprenant. Il offre l'occasion de discuter du distinguo entre les deux groupes de stratégies évoqués précédemment et de la place particulière des stratégies sociales dans le dispositif étudié. Sur la question tant débattue de l'enseignement des stratégies, nous ouvrons quelques perspectives, particulièrement en ce qui con, Discourse type: dialogue, Discourse type: narrative