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ED036210.Pdf DOCUMENT RESUME ED 036 210 FL 001 426 AUTHOR LAMERAND, RAYMOND TITLE THEORIES D'ENSEIGNEMENT PROGRAMME ET LABORATOIRES DE LANGUES (THEORIES CF PROGRAMED INSTRUCTION AND LANGUAGE LABORATORIES). LANGUES ET. CULTURE SERIES , NC. 3. PUB DATE 69 NOTE 185P. EERS .PRICE LDRS PRICE MF-i0.75 BC-3)9.35 DESCRIPTORS COMPUTER ASSISTED INSTRUCTION, CYBERNETICS, LDUCATIONAL OBJECTIVES, EDUCATIONAL THEORIES, *LANGUAGE INSTRUCTION, *LANGUAGE LABORATORIES, LANGUAGE LABORATORY USE, *LEARNING THEORIES, LINEAR PROGRAMING, *PECGRAMED INSTRUCTION, PROGRAMED TEXTS, SECCND LANGUAGE LEARNING, STUDENT TESTING, *TEACHING TECHNIQUES ABSTRACT DIFFERENT THEORIES OF PROGRAMED INSTRUCTION ARE COMPAEED AND CCNTRASTED, AND ThEIR APPLICATION IN THE LANGUAGE LABORATORY IS DISCUSSED. CHAPTERS ON PRCGRAMING THEORIES INCLUDE: (1) SKINNER AND LINEAR PROGRAMING, (2) CROWDER AND INTRINSIC PROGRAMING, (3) PRESSEY ANL COMPLEMENTARY PROGRAMING, (4) GILBERT AND MATHETICS, ANL (5)COMPUTER ASSISTED INSTRUCTION. PROGRAMING FOR THE LANGUAGE LABCEATORY IS CONSIDEEED, CONCENTRATING ON THE SETTING OF OBJECTIVES ANC THE APPRAISAL OF RESULTS. ADVANTAGES AND DISADVANTAGES OF SEVERAL EXTANT LITERATURE AND PHONETICS PROGRAMS ARE POINTED OUT. AN APPENDIX INCLUDES A NUMBER OF PROGRAM EXTRACTS.A SUBJECT-AUTHOR BIBLIOGRAPHY, INDEXES, ANL A TABLE Cr ABBREVIATIONS AEE FUENISHED. (AF) U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE ('N PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT ECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLK.Y. w LANGUES ET CULTURE sous la direction de Marcel DE GREVE et Frans VAN PASSEL 3 THEORIES D'ENSEIGNEMENT PROGRAMME ET LABORATOIRES DE LANGUES .- 0 O ..1 DU MEME AUTEUR: A Bibliography on Teaching and Testing inForeign Languages, with special reference to Prograrnmiotj.earning, Melbourne,Australian Council for Educational Research, 1967. Etude publlOe avec leconcours de I'AIMAV (Association che et In diffusion des Internationale pour la recher- methodes audio-visuelles etstructuro-globales). Traduit de i'anglalsavec la collaboration d'Andre FRANQUET. RaymondLAMERAND Collaborateur au Centre de linguistique appliquee de l'Universite de Neuchatel. Theories d'enseignement programme et laboratoiresde langues LABOR Fernand NATHAN Bruxelles 1 9 6 9 Paris A VANT- PROPOS. Non seulement est-on loin, en Europe, desprogres realises aux Etats-Unis d'Amerique dans le domaine del'enseignement program- me, mais encore le public, mem averti, n'yest-il souvent pos au courant du role, incontestable etdeterminant, de certaines theories et experiences americaines dans ce renouvellementpedagogique. Aussi hien n'avons-nous pas hisite a consacrer,dans la presente etude, quatre chapitres a un examen, a la foisanalytique et diachronique, des principales experiences d'outre-Atlantique : c'est ainsi que nousitu- dierons l'application a l'enseignement des humains duconditionnement instrumental envisage par Skinner, que nous analyseronsla reaction de Crowder qui, contrairement a Skinner, a base saprogrammation ra- mifiee sur les erreurs potentielles d'une proportionde ses &eves, et que nous discuterons les principesdu « testingobjectif, tels qu'ils ont ete exploites de plusieursfelons par Pressey dans un systeme qu'on peut qualifier de «programmationcomplementaire >>. Nous etudierons ensuite, et plus longuement, r exploitation sys- tematique de ces principes par Gilbert. Et nous pourrons,a ce stade, mettre en evidence les exigences fondamentalesd'une 'idle program- mation, tout en signalant les lacunes et lesdangers de certaines ap- plications hdtives et non scientifiques. Certains, eneffet, on pense suivre Skinner et faire de l'enseignement programme, en seconten- tant de decouper en petites &apes lamatiere a communiquer aux &eves. En fait, et quelques-uns s'en sont apercusdes le debut, le travail essentiel consistait a determiner, avecle plus de precision possible, les elements et retendue de la matiere qu'ilconvenait de presenter, a chaque echelon du cours, au publicvise. Toutefois, si Gilbert a consacre une bonne part de ses recherchesa trouver un moyen de jauger l'extensionoptimale de la matiere a enseigner a tel VII ou tel eleve, bon nombre de programmeurs sont retombes dans l'er- reur qui consiste a diviser la matiere en fonction d'objectifs definis prealablement par le professeur (qui aurait fait une analyse theorique du comportement de son champ d'instruction). Nous avons, des lors, juge utile de rappeler et de demontrer que toute serie d'etapes dolt envisager les besoins reels de releve, et non decouler d'une analyse logique de la part du professeur. On salt assez cornbien le principe de la reponse active de rem- ye est a l'honneur dans les milieux qui s'occupent du renouvellement des methodes d'enseignement. Dans les pages qui suivent, nous exa- minons, assez longuement, la valeur d'une reponse construite for- mulee par releve, que les tenants de la programmation lineaire de Skinner ont voulu imposer comme principe. Et nous croyons que les experiences que nous avons decrites montrent a suffisance que releve peut, dans des circonstances donnees, « apprendre >> effectivemeni, qu'il reponde activement ou d'une facon latente, voire qu'il triche ou non. Nous considerons que Gilbert a eu raison de mettre en doute le pritendu principe du controle immediat. 11 se peut que releve, qui ne prend pas la peine de comparer sa reponse avec celle proposee par l'auteur d'un programme, arrive tout aussi bien au but que son con- disciple qui applique la comparaison immediate mais qui est plus lent a maitriser le contenu d'un cours. Le contrOle immediat n'est pas absolument indispensable a l'apprentissage. Ce qui revient a dire que, si Crowder et Pressey ont eu raison de soutenir que releve apprend avant d'enoncer une reponse a une question, Skinner a eu tort d'en faire un element de base de tout enseignement programme. Quoi qu'il en soit, n'importe quel test sera utile comme controle des connais- sances de releve, sans qu'on doive se croire oblige d'en reclamer un chaque etape. A cet egard, il sera beaucoup plus important de Leas- surer que tout participant a un cours donne possede toutes les no- tions requises comme point de depart a cet enseignement et de ne point permettre a un eleve de continuer son travail indefiniment quand il ignore une bonne part des idees essentielles sans lesquelles it ne peut y avoir de progres dans le domaine envisage. L'analyse du com- portement, le systeme mathetique et les algorithmes cybernetiques sont VIII 74' autant de methodes mises a ladisposition d'un professeur pour faire ressortir l'enchainement psycho-pedagogique des notions surlequel l'en- seignement programme doit se fonder. L'allure personnelle de l'ileve a egalement retenul'attention de beaucoup d'auteurs de programmes. On voulait quel'eleve pit son temps, qu'il reflechit, qu'il assimilatles donnas une fois pour toutes. Pour certains, it s'agissait tout simplementde distinguer ceux qui tra- vaillaient vite et ceux qui progressaient plus lentement.Or, Crowder considere la vitesse comme secondaire : c'est lareponse a une unite d'enseignement (1 item ») a choix de reponses quidecidera si reeve doit itudier telle serie d'unites ou telle autre, ce qui impliquera un apprentissage plus rapide ou plus lent que celuidu voisin. Pressey, quanta lui, considere qu'il est plus important dedeterminer quelles unites l'eleve doit revoir et quelles sont celles qui peuventetre con- siderees comme definitivement acquises. On en arriveainsi a la prise de position qui considere que Failure de la presentationdes unites doit etre control& par un appareil non directement soumis aumaniement de celui qui veut apprendre. A la limite, un ordinateurpourrait varier la rapidite de la presentation des unites en fonctiondes erreurs de l'eleve, simulant ainsi une espece de conversation socratique entredeux personnes, plutot qu'une progressionbus& uniquement sur la preten- due I allure personnelle », c'est-a-dire sur laMthargie relative des differents lecteurs. Dans la pantie de ce livre consacrie aux laboratoiresde longues, nous nous sommes proposed'evoquer et de commenter les principaux programmes » qui ont ete concus enfonction de cet appareillage. Il va de soi que ce sont les pagesoh nous avons ete amene a faire le plus frequemment etat de nos conceptions personnelles.Et d'abord celle-ci, que nous considerons qu'un laboratoire de longues n'estqu'un appareil qui presente un element sonore, dependant ou nond'un sup- port visuel quelconque. Nombreux sont ceux qui desesperent de posseder jamaisdes bandes rigoureusement programmees pour l'enseignement des longues. Il faut bien dire que tout, ici, depend de la somme qu'on veutbien investir pour que l'eleve puisse, fat-ce a certains momentsdu cours, IX s'instruire et se corriger sans intervention directe du professeur,dont l'activite, dansce cas, pourra etre consacree a destaches plus renta- bles. Tout cornpte fait, les depenses consentiesdans cette optiquesont immediatement recuperablesailleurs. Nombreuxsont ceux qui veu- lent introduire une methode d'enseignement deslangues, oh lacom- prehension auditiveest fondamentale. Or, plutatque de chercher a pro- grammer systematiquementcet enseignement, la majorite desprofes- seurs exposent leurs classes a leurspropres flots d'eloquence, sans avoir examine dans quellemesure les Niles deces classes sont suffisam- ment formes pour pouvoiren profiter. Quelle est, dansce cas, la solu- tion la plus profitable ? llen va ainsi
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