Marco Cappellini

Présentation

Cappellini
Cappellini
Marco Cappellini est Professeur des Université en Sciences du Langage, spécialiste de la didactique des langues et cultures. Il est vice-président recherche de l'association française des centres de langue dans l'enseignement supérieur (Ranacles) et secrétaire de l'association internationale UNICollaboration, et responsable de la rubrique Recherche de la revue ALSIC. Ses recherches portent sur l’autonomie del’apprenant, les échanges en ligne et la formation de formateurs en langues.

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Domaine d'expertise

Didactique, Sciences, Linguistique, Langues étrangères, Sciences de l'éducation

Laboratoire

ICAR UMR 5191 CNRS

PROJETS


Projet Reasoning. Financement Campus France PHC Capes-Cofecub. The REASONING project aims at understanding metacognitive dynamics for the autonomisation of students learning foreign languages in teletandem. In tandem, two learners interact to help practicing and learning each other’s language. Tandem learning is based on two principles. The principle of reciprocity (Koch, 2019) states that each learner should profit equally from the exchange, based on their interest and proficiency level among others. The principle of  autonomy (Little, 1993) implies that each learner takes charge for their learning process. This means that each learner is in charge of setting objectives, selecting relevant resources and materials, elaborating learning strategies, and monitoring and assessing their learning (Holec, 1979). Learner autonomy is not to be considered a prerequisite to language learning and a fortiori to language learning in tandem. In fact, learners are supported by professionals to become more and more autonomous, in a process sometimes referred to as autonomisation (Barbot & Camatarri, 1999; Little, 2007). Since the first definition of autonomy in the early 1980s, this process has been scaffolded with several pedagogical means, including learners’ diaries, individual advising interviews, group learn-to-learn sessions, etc. All these pedagogical means are based on reflection, mainly through metacognitive verbalization. Reflection is the main object of inquiry of our project. More precisely, our aim is twofold. On the one hand, we aim to study longitudinally learners’ autonomization by focusing on metacognition as made visible in reflection in diaries and advising/counseling interviews in light of recent developments in cognitive science (e.g. Mercier & Sperber, 2017; Cappellini, 2019). On the other hand, we aim at developing new pedagogical tools based on this new understanding of metacognition for autonomization.

Ressources et publications


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