Inserción del video en las actividades de clase en el segundo curso de ele (3e) y desarrollo de la competencia comunicativa: caso del colegio bilingüe Frantz Fanon

Abstract

This study focuses on the insertion of audio-visual material (video) in the teaching-learning of Spanish as or Foreign Language. Given the primary objective of teaching and learning any language, which to that the learner should be able to communicate in that language. We start from the observation that the methods used in the classroom are outdated and can no longer achieve this objective in a world dedicated to the numeralization and digitalization of learning. As it is impossible to list all the modern methods, our research focuses on the use of video capsules in the Spanish classroom, with a view to evaluating the development of communicative competence in learners. The aim is to demonstrate that the use of a video during a Spanish lesson has a positive impact on the development of learner’s communicative competence. To carry out this study, we used the socioconstructivist theories of Vygoski (1969) the connectivism of Siemens and Downs (2005) and the educational intervention of Lenoir (2002﴿. Our hypothesis is that the use of video in the classroom improves learner’s communicative competence by developing their oral and written skills. The operationalization of this hypothesis led us to two secondary hypotheses: - SH1: the use of video lessons develops oral expression in the sense that it improves pronunciation and enriches learner’s vocabulary; - SH2: the use of the summary video favors written expression in that it facilitates the spelling of words and conjugation of certain verbs that are difficult for learners. We also use an experimental method based on a qualitative-quantitative approach. Content analysis was also used to assess the quality and relevance of the sub-themes developed. This study shows that the use of audiovisual material (video) in the classroom despite being a topical subject is timid. Teachers do not exploit it sufficiently or at all during teaching practices, which leads us to make proposals to the different actors in the educational community for optimal performance and good acquisition of Spanish.