{"id":236,"date":"2017-11-15T10:08:04","date_gmt":"2017-11-15T09:08:04","guid":{"rendered":"https:\/\/apps.atilf.fr\/homepages\/vprivas\/?page_id=236"},"modified":"2025-12-18T10:32:41","modified_gmt":"2025-12-18T09:32:41","slug":"recherche-scientifique","status":"publish","type":"page","link":"https:\/\/perso.atilf.fr\/vprivas\/recherche-scientifique\/","title":{"rendered":"Recherche scientifique"},"content":{"rendered":"

Pratiques immersives (th\u00e9\u00e2tre et r\u00e9alit\u00e9 virtuelle) et formation des enseignants de langue : importance du corps et des \u00e9motions dans l’enseignement\/apprentissage\u00a0des langues\u00a0<\/strong><\/p>\n

Mots-cl\u00e9s : cognition incarn\u00e9e, didactique des langues et des cultures, formation des enseignants de langue, r\u00e9alit\u00e9 virtuelle, th\u00e9\u00e2tre immersif, th\u00e9\u00e2tre contemporain anglophone<\/p>\n

Apr\u00e8s avoir \u00e9tudi\u00e9 les emprunts au th\u00e9\u00e2tre didactique de Brecht dans le th\u00e9\u00e2tre contemporain irlandais (post-doctorat de 2007 \u00e0 2013 : \u00ab\u00a0Redessiner les contours de l’identit\u00e9 irlandaise dans le th\u00e9\u00e2tre contemporain \u00bb), j’ai souhait\u00e9 examiner dans quelle mesure le th\u00e9\u00e2tre et le jeu th\u00e9\u00e2tral pouvaient \u00eatre utilis\u00e9s \u00e0 des fins p\u00e9dagogiques aupr\u00e8s d’\u00e9tudiants en anglais. J\u2019ai donc r\u00e9orient\u00e9 mes recherches scientifiques et me suis int\u00e9ress\u00e9e \u00e0 l\u2019apprentissage de l\u2019anglais par le th\u00e9\u00e2tre et les techniques th\u00e9\u00e2trales (apprentissage de l\u2019anglais en situation, sc\u00e9narisation et r\u00e9solution de probl\u00e8mes par l\u2019accomplissement de t\u00e2ches). Mes recherches ont alors port\u00e9 sur l\u2019\u00e9tude du jeu th\u00e9\u00e2tral en tant que dispositif p\u00e9dagogique privil\u00e9gi\u00e9 dans l\u2019apprentissage\/ acquisition ainsi que la consolidation des comp\u00e9tences linguistiques en anglais, inscrit dans une approche \u00abcommunic-actionnelle \u00bb de la didactique des langues et l\u2019ancrage conceptuel que j’ai choisi rel\u00e8vait du paradigme de l\u2019enaction \u00a0(port\u00e9e par Francisco Varela) inscrit dans la th\u00e9orie de la cognition incarn\u00e9e et des savoirs incorpor\u00e9s (embodied cognition<\/em>).<\/p>\n

J’ai donc men\u00e9 une r\u00e9flexion sur le d\u00e9veloppement cognitif de l\u2019apprenant lors de l\u2019apprentissage\/ acquisition des comp\u00e9tences g\u00e9n\u00e9rales et langagi\u00e8res par le jeu et ai ancr\u00e9 mon analyse sur la transmission de savoirs, savoir-faire, savoir-\u00eatre et savoir-apprendre par le jeu th\u00e9\u00e2tral \u00e0 travers la mise en sc\u00e8ne de situations de communication et l\u2019observation du r\u00f4le du discours et de la gestuelle th\u00e9\u00e2trale.<\/p>\n

Une \u00e9tude des TICE, notamment des environnements virtuels immersifs dans la r\u00e9alit\u00e9 virtuelle, et de leur valeur ajout\u00e9e dans l\u2019acquisition\/ apprentissage et la consolidation de l\u2019anglais est venue nourrir mes travaux de recherche. Des travaux pratiques avec des \u00e9tudiants en pr\u00e9sentiel et en distanciel m\u2019ont d’abord permis de v\u00e9rifier l\u2019ad\u00e9quation entre descripteurs du CECRL et consolidation des comp\u00e9tences g\u00e9n\u00e9rales et langagi\u00e8res de communication des \u00e9tudiants \u00e0 travers la multimodalit\u00e9 des dispositifs.<\/p>\n

Aujourd\u2019hui, je m’int\u00e9resse de pr\u00e8s \u00e0 la formation des enseignants de langue et d\u00e9veloppe sur le terrain des dispositifs de formation \u00e9nactifs et immersifs avec les praticiens pour am\u00e9liorer la formation en langues en France. Je propose des ateliers de pratiques artistiques et de r\u00e9alit\u00e9 virtuelle que les futurs enseignants doivent ensuite adosser \u00e0 des recherches scientifiques en didactique des langues afin d’entrainer leur r\u00e9flexion sur leur pratique enseignante.<\/p>\n

Enfin, je porte une attention particuli\u00e8re \u00e0 l’\u00e9mergence du th\u00e9\u00e2tre immersif en langue anglaise, \u00e0 la fois dans sa dimension esth\u00e9tique, et dans sa dimension didactique.<\/p>\n

Immersive Practices (Drama and Virtual Reality) and Second Language Teacher Education: Importance of Body and Emotions in Language Teaching\/Learning<\/strong><\/p>\n

Keywords: embodied cognition, language and culture didactics, second language teacher education, virtual reality, immersive theatre, contemporary English-language theatre<\/p>\n

After studying the borrowings from Brecht’s didactic theatre in contemporary Irish theatre (post-doctorate from 2007 to 2013: \u00ab\u00a0Reshaping the contours of Irish identity in contemporary theatre\u00a0\u00bb), I wanted to examine the extent to which theatre and acting could be used for pedagogical purposes with English language learners. I therefore shifted my research focus to English language learning through drama and drama techniques (situated English language learning, scripting and problem solving through task performance). My research then focused on the study of drama as a privileged educational device in the learning\/acquisition as well as the consolidation of language skills in English, inscribed in a \u00ab\u00a0communic-actional\u00a0\u00bb approach of language didactics and the conceptual anchoring that I chose came from the enaction paradigm (carried by Francisco Varela) inscribed in embodied cognition theories.<\/p>\n

I have therefore reflected on the cognitive development of the learner during the learning\/acquisition of general and language skills through play and have anchored my analysis on the transmission of knowledge, know-how, interpersonal skills and learning skills through plays and through the staging of communication situations and the observation of the role of speech and theatrical gestures.<\/p>\n

A study of ICTs, in particular immersive virtual environments in virtual reality, and their added value in the acquisition\/learning and consolidation of English has fed into my research work. Practical work with students in face-to-face and distance learning environments first allowed me to verify the adequacy between the CEFR descriptors and the consolidation of students’ general and communicative language skills through the multimodality of the devices.<\/p>\n

Today, I am interested in the training of language teachers and develop interactive and immersive training devices with practitioners to improve language training in France. I propose workshops in artistic practices and virtual reality which future teachers must then link to scientific research in language didactics in order to train their reflection on their teaching practice.<\/p>\n

Finally, I pay particular attention to the emergence of immersive drama in English, both in its aesthetic dimension and in the way it would possibly be used in the language classroom.<\/p>\n","protected":false},"excerpt":{"rendered":"

Pratiques immersives (th\u00e9\u00e2tre et r\u00e9alit\u00e9 virtuelle) et formation des enseignants de langue : importance du corps et des \u00e9motions dans l’enseignement\/apprentissage\u00a0des langues\u00a0 Mots-cl\u00e9s : cognition incarn\u00e9e, didactique des langues et des cultures, formation des enseignants de langue, r\u00e9alit\u00e9 virtuelle, th\u00e9\u00e2tre … Continuer la lecture →<\/span><\/a><\/p>\n","protected":false},"author":70,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-236","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages\/236","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/users\/70"}],"replies":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/comments?post=236"}],"version-history":[{"count":19,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages\/236\/revisions"}],"predecessor-version":[{"id":701,"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/pages\/236\/revisions\/701"}],"wp:attachment":[{"href":"https:\/\/perso.atilf.fr\/vprivas\/wp-json\/wp\/v2\/media?parent=236"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}