Le Pecha Kucha comme outil pour la production orale en français langue étrangère Pecha Kucha as a Tool for the Oral Production in French as Foreign Language
Article Sidebar
Main Article Content
Abstract
ABSTRACT: During oral presentations, and especially when an exam is involved, future candidates fear speaking in a foreign language. The idea is to offer practice activities to motivate learners and calm their nerves. In this way, anxiety at the time of speaking should disturb the quality of the presentation as little as possible. To this end, we are going to propose a Pecha Kucha presentation. This type of presentation is an oral presentation, but it has some special features in terms of format compared with conventional presentations.
RÉSUMÉ : Lors des présentations orales, et surtout quand il y a à la clé un examen, les futurs candidats craignent de parler dans une langue étrangère. L’idée est alors de proposer des activités d’entraînement afin de motiver l’apprenant et de le tranquilliser. Ainsi, l’anxiété au moment de s’exprimer devrait perturber le moins possible la qualité de la présentation. Pour cela nous allons proposer un travail autour de l’exposé sous la forme de Pecha Kucha. Cette modalité est une présentation orale qui présente des particularités en termes de format en comparaison avec les présentations classiques que l’on peut observer.
Article Details
All authors published in ALTRALANG Journal retain the copyright to their work and grant ALTRALANG Journal the right of first publication. Simultaneously, the work is licensed under an open-access Creative Commons CC BY 4.0 license meaning that anyone may download and read the article for free. In addition, the article may be reused and quoted, provided that the original published version is cited. Such terms facilitate extensive utilisation and visibility of the scholarly output while guaranteeing due recognition to the authors.
Authors sign a Copyright Agreement Form to provide the copyrights to ALTRALANG Journal needed to publish and disseminate the article in current and future formats, including migrating journals to new platforms and preserving journal content.
PROTECTING AUTHOR RIGHTS: Copyright aims to protect the specific way the article has been written to describe an experiment and the results. ALTRALANG Journal is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethic disputes, and fraud very seriously.
LICENSE: This work is licensed under a Creative Commons CC BY 4.0 license
1.png)
References
• Anquetil, M. (2010, Juin). L'interaction en situation de certification de FLE, un regard critique. In Colloque international" Spécificités et diversité des interactions didactiques: disciplines, finalités, contextes", Université de Lyon-ICAR-CNRS-INRP, 24-26 juin 2010. ⟨hal-00534429⟩
• Baskara, R. (2015). Developing students’ autonomy in oral presentations through Pecha Kucha. Paper presented at the Teaching English as a Foreign Language Conference, University of Muhammadiyah Purwokerto, Indonesia. URL: http://repository.usd.ac.id/id/eprint/1404
• Beyer, A. M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38(2), 122-126. DOI: https://doi.org/10.1177/0098628311401588
• Beyer, A. A., Gaze, C., & Lazicki, J. (2012). Comparing students’ evaluations and recall for student Pecha Kucha and PowerPoint presentations. Journal of Teaching and Learning with Technology, 1(2), 26-42. URL: https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/3109
• Burnley, M., Cross, P., & Spanos, N. (1993). The effects of stress inoculation training and skills training on the treatment of speech anxiety. Imagination, Cognition and Personality, 12, 355-366. DOI: https://doi.org/10.2190/N6TK-AR8Q-L4E9-0RJ0
• Byrne, M. M. (2016). Presentation innovations: Using Pecha Kucha in nursing education. Teaching and Learning in Nursing, 11(1), 20-22. DOI: https://doi.org/10.1016/j.teln.2015.10.002
• Christianson, M., & Payne, S. (2011). Helping students develop skills for better presentations: Using the 20x20 format for presentation training. Language Research Bulletin, 26, 1-15.
• Clark, J. (2008). PowerPoint and pedagogy: Maintaining student interest in university lectures. College Teaching, 56(1), 39-44. DOI: https://doi.org/10.3200/CTCH.56.1.39-46
• Conseil de l’Europe, (2001). Cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer. Paris: Didier.
• Coskun, A. (2017). The Effect of pecha kucha presentations on students’ English public speaking anxiety. Profile Issues in TeachersProfessional Development, 19, 11-22. DOI: https://doi.org/10.15446/profile.v19n_sup1.68495
• DeBord, K. A., Aruguete, M. S., & Muhlig, J. (2004). Are computerassisted teaching methods effective? Teaching of Psychology, 31, 65-68. DOI: https://doi.org/10.1207/s15328023top3101_13
• Dredger, K. S., & Beach, C. L. (2016). Pecha Kuchas as creative compositions: How speech, images, and written sources combine to convey meaning. Writing & Pedagogy, 8(2). DOI: https://doi.org/10.1558/wap.21630
• Ellis, R. (1994). The study of second language acquisition. Oxford University.
• Fondevilla, H. L. (2010). Pecha Kucha Night.
• Goodman, A. (2006). Why bad presentations happen to good causes. The Goodman Center. http://www.thegoodmance
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. DOI: https://doi.org/10.1111/j.1540-4781.1986.tb05256.x.
• Lescure, R. (1990). Diplômes élémentaire et approfondi de langue française DELF-DALF: des certifications officielles en FLE. Études de Linguistique Appliquée, 80, 99. URL: https://www.proquest.com/scholarly-journals/diplômes-élémentaire-et-approfondi-de-langue/docview/1307656212/se-2?accountid=14513
• Liao, H.-A. (2014). Examining the role of collaborative learning in a public speaking course. College Teaching, 62(2), 47-54. DOI: https://doi.org/10.1080/87567555.2013.855891
• Liao, M. K., Lewis, G., & Winiski, M. (2020). Do students learn better with Pecha Kucha, an alternative presentation format?. Journal of Microbiology & Biology Education, 21(3), 30. DOI: https://doi.org/10.1128/jmbe.v21i3.2111
• Liu, M. L. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316. DOI : https://doi.org/10.1016/j.system.2006.04.004
• Lucas, K., & Rawlins, J. D. (2015). PechaKucha presentations: Teaching storytelling, visual design, and conciseness. Communication Teacher, 29(2), 102-107. DOI: https://doi.org/10.1080/17404622.2014.1001419
• MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 24(1).
• Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202-214. DOI : https://doi.org/10.1016/j.system.2011.04.002
• Masters, J. C., & Holland, B. E. (2012). Rescuing the student presentation with Pecha Kucha. Journal of Nursing Education, 51(9), 536-536. DOI: https://doi.org/10.3928/01484834-20120822-02
• Msalmi, M. (2012). Préparation à la certification en français dans le contexte universitaire tunisien. Quels dispositifs spécifiques pour les étudiants en mastère?. Recherche et pratiques pédagogiques en langues de spécialité. Cahiers de l'Apliut, 31(3), 63-86. https://doi.org/10.4000/apliut.3061
• Murugaiah, P. (2016). Pecha Kucha style PowerPoint presentation: An innovative call approach to developing presentation skills of tertiary students. Teaching English with Technology, 16(1), 88-104. URL: http://www.tewtjournal.org
• Pink, D.H. (2007, August 21). Pecha kucha: Get to the PowerPoint in 20 slides then sit the Hell down. Wired Magazine, 15.09. URL: http://www.wired.com/techbiz/media/magazine/15-09/st_pechakucha
• Premat, C. (2013). Les certifications constituent-elles une ressource pour la didactique du français ? Synergies Pays Scandinaves, (8), 163-175. URL: urn:nbn:se:su:diva-111362
• Shiobara, F. (2015, Avril-Mai). Pechakucha presentations in the classroom: Supporting language learners with public speaking. Paper presented at the Asian Conference on Language Learning, Kobe, Japan.
• Stephenson Wilson, J. T. (2006). Anxiety in learning English as a foreign language: its associations with student variables, with overall proficiency, and with performance on an oral test (Doctoral dissertation, Universidad de Granada). [URL] http://hera.ugr.es/tesisugr/16235290.pdf
• Wang, A. Y., & Chang, W. J. (2011). Developing intercultural awareness and language speaking proficiency for foreign language learners through cross–cultural voicemail exchange. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(4), 17-32. DOI: https://doi.org/10.4018/ijcallt.2011100102
• Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328. DOI : https://doi.org/10.1177/0033688206071315