Denyze Toffoli | Université de Toulouse III Paul Sabatier (original) (raw)
Papers by Denyze Toffoli
Online Informal Learning of English (OILE) involves the many different types of language practice... more Online Informal Learning of English (OILE) involves the many different types of language practices that non-specialist EFL students of English are involved in on the Internet. This article reviews previous studies in the area and summarises the specific outcomes that OILE is thought to produce. It then presents an analysis of a survey of teachers' cognitions concerning OILE from a sample of 30 professors of English working in French universities. It analyses survey data in various manners, offering insight into teachers' awareness of the OILE phenomenon amongst students, the perceived or imagined effects of these practices on their students' English and the ways they do or do not integrate these cognitions into their own teaching. Results indicate that many professors are aware of the types of input that their learners may be exposed to, but that they know little of the specifics and few make use of this knowledge in their English courses. In the discussion some questions are raised as to future forms for English language teaching to specialists of other disciplines.
… . Apprentissage des Langues et Systèmes d' …, Jan 1, 2011
1 Ce livre est à la fois un ouvrage de synthèse de recherches et de définition de principes et de... more 1 Ce livre est à la fois un ouvrage de synthèse de recherches et de définition de principes et de pistes de conception pour l'élaboration d'outils numériques pour l'apprentissage. Le premier de ses objectifs affichés" est de faire la part entre les promesses et les résultats ...
"une recherche-action sur l’apprentissage de l’anglais en milieu professionnel Cette recherche-... more "une recherche-action sur l’apprentissage de l’anglais
en milieu professionnel
Cette recherche-action étudie l’apprentissage individualisé de l’anglais dans le cadre d’une structure de formation au sein d’une entreprise. Une ingénierie pédagogique spécifique favorise-t-elle l’apprentissage ? Est-ce qu’un entretien individuel approfondi permet réellement de centrer la formation sur l’apprenant ? Avec quels résultats ? Comment « gérer » au mieux les paramètres individuels (notamment cognitifs, « conatifs » et affectifs) au bénéfice de la personne et de son entreprise ?
Une base théorique large et « polythéiste » fournit le cadre d’une approche globale et systémique de la formation, qui tient compte de chaque participant dans sa spécificité. Une expérience de seize mois, au sein d’une entreprise française a permis de travailler avec 263 apprenants, et de suivre trente d’entre eux de façon plus approfondie. Les évolutions des apprenants, aussi bien sur le plan des progrès en langue, qu’en termes de modifications cognitives, motivationnelles et affectives sont documentées dans cette étude. Les résultats suggèrent que les paramètres individuels peuvent être utilisés pour favoriser l’apprentissage d’une langue étrangère."
ReCALL, Jan 1, 2012
This paper discusses the informal learning of English by non-native speakers with particular refe... more This paper discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. A model of informal language learning is presented and related to current areas of interest in the literature such as task-based learning and dynamic systems theory. This model is used to question the relevance of the learner autonomy model, which has been a cornerstone of language learning policy in Europe for the past 30 years. A research project is discussed, with particular attention to the relevant research methodologies in this field, investigating how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites.
A. sp. Anglais de spécialité, Jan 1, 2010
As Internet technologies evolve, learners of English have more informal opportunities to listen t... more As Internet technologies evolve, learners of English have more informal opportunities to listen to spoken English and interact with English speakers. This article reports on a study carried out at the University of Strasbourg into the informal contacts students have with English on the Internet. The participants in the study are not English majors, but take some English classes as the language requirement of their degrees in other fields. The results of the study show that a great deal of English is listened to in the form of peer-to-peer downloads of English language films and television series. Interaction with other users of English also takes place, primarily on social networking websites, but also in other web 2.0 interfaces. The report concludes with suggestions of pedagogical applications of these new experiences for language learners.
ASp. la revue du GERAS, Mar 1, 2003
This article presents practical applications of cognitive theories of motivation in a language ce... more This article presents practical applications of cognitive theories of motivation in a language centre. After citing some pertinent definitions of motivation for education, this article follows an action-research in a self-access language centre in a French company. Working from theories of goal setting, V.I.E. and self-efficacy, an interview process was set-up in order to define individualised training programmes in the centre. After explaining this motivational process, attribution theory indicates how learners can interpret the results of prior language learning experiences in order to influence future learning positively. Finally, the functioning of the self-directed learning centre itself, by basing training prescriptions on the degree of students’ self-determination, also contributes to enhancing motivation. This obviously requires specialised trainers well versed in the techniques described. Like other cognitive and affective factors, motivation depends on the individual, but can be influenced by external elements.
Keywords : attribution, cognitive theory of motivation, goal, self-determination, self-efficacy, V.I.E.
Online Informal Learning of English (OILE) involves the many different types of language practice... more Online Informal Learning of English (OILE) involves the many different types of language practices that non-specialist EFL students of English are involved in on the Internet. This article reviews previous studies in the area and summarises the specific outcomes that OILE is thought to produce. It then presents an analysis of a survey of teachers' cognitions concerning OILE from a sample of 30 professors of English working in French universities. It analyses survey data in various manners, offering insight into teachers' awareness of the OILE phenomenon amongst students, the perceived or imagined effects of these practices on their students' English and the ways they do or do not integrate these cognitions into their own teaching. Results indicate that many professors are aware of the types of input that their learners may be exposed to, but that they know little of the specifics and few make use of this knowledge in their English courses. In the discussion some questions are raised as to future forms for English language teaching to specialists of other disciplines.
… . Apprentissage des Langues et Systèmes d' …, Jan 1, 2011
1 Ce livre est à la fois un ouvrage de synthèse de recherches et de définition de principes et de... more 1 Ce livre est à la fois un ouvrage de synthèse de recherches et de définition de principes et de pistes de conception pour l'élaboration d'outils numériques pour l'apprentissage. Le premier de ses objectifs affichés" est de faire la part entre les promesses et les résultats ...
"une recherche-action sur l’apprentissage de l’anglais en milieu professionnel Cette recherche-... more "une recherche-action sur l’apprentissage de l’anglais
en milieu professionnel
Cette recherche-action étudie l’apprentissage individualisé de l’anglais dans le cadre d’une structure de formation au sein d’une entreprise. Une ingénierie pédagogique spécifique favorise-t-elle l’apprentissage ? Est-ce qu’un entretien individuel approfondi permet réellement de centrer la formation sur l’apprenant ? Avec quels résultats ? Comment « gérer » au mieux les paramètres individuels (notamment cognitifs, « conatifs » et affectifs) au bénéfice de la personne et de son entreprise ?
Une base théorique large et « polythéiste » fournit le cadre d’une approche globale et systémique de la formation, qui tient compte de chaque participant dans sa spécificité. Une expérience de seize mois, au sein d’une entreprise française a permis de travailler avec 263 apprenants, et de suivre trente d’entre eux de façon plus approfondie. Les évolutions des apprenants, aussi bien sur le plan des progrès en langue, qu’en termes de modifications cognitives, motivationnelles et affectives sont documentées dans cette étude. Les résultats suggèrent que les paramètres individuels peuvent être utilisés pour favoriser l’apprentissage d’une langue étrangère."
ReCALL, Jan 1, 2012
This paper discusses the informal learning of English by non-native speakers with particular refe... more This paper discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. A model of informal language learning is presented and related to current areas of interest in the literature such as task-based learning and dynamic systems theory. This model is used to question the relevance of the learner autonomy model, which has been a cornerstone of language learning policy in Europe for the past 30 years. A research project is discussed, with particular attention to the relevant research methodologies in this field, investigating how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites.
A. sp. Anglais de spécialité, Jan 1, 2010
As Internet technologies evolve, learners of English have more informal opportunities to listen t... more As Internet technologies evolve, learners of English have more informal opportunities to listen to spoken English and interact with English speakers. This article reports on a study carried out at the University of Strasbourg into the informal contacts students have with English on the Internet. The participants in the study are not English majors, but take some English classes as the language requirement of their degrees in other fields. The results of the study show that a great deal of English is listened to in the form of peer-to-peer downloads of English language films and television series. Interaction with other users of English also takes place, primarily on social networking websites, but also in other web 2.0 interfaces. The report concludes with suggestions of pedagogical applications of these new experiences for language learners.
ASp. la revue du GERAS, Mar 1, 2003
This article presents practical applications of cognitive theories of motivation in a language ce... more This article presents practical applications of cognitive theories of motivation in a language centre. After citing some pertinent definitions of motivation for education, this article follows an action-research in a self-access language centre in a French company. Working from theories of goal setting, V.I.E. and self-efficacy, an interview process was set-up in order to define individualised training programmes in the centre. After explaining this motivational process, attribution theory indicates how learners can interpret the results of prior language learning experiences in order to influence future learning positively. Finally, the functioning of the self-directed learning centre itself, by basing training prescriptions on the degree of students’ self-determination, also contributes to enhancing motivation. This obviously requires specialised trainers well versed in the techniques described. Like other cognitive and affective factors, motivation depends on the individual, but can be influenced by external elements.
Keywords : attribution, cognitive theory of motivation, goal, self-determination, self-efficacy, V.I.E.