Unité Mixte de Recherche 5191
CNRS / ENS de Lyon / Université Lumière Lyon 2
Directrice : Isabel Colón de Carvajal
Courriel : icar-dir@ens-lyon.fr
Site Web : http://icar.cnrs.fr
- Cet évènement est passé.
Prochaine séance du séminaire 3MA (Médias, Médiations, Multimodalité dans l’apprentissage des langues)
30 janvier à 09:30 - 13:00
La prochaine séance du séminaire 3MA (Médias, Médiations, Multimodalité dans l’apprentissage des langues) se tiendra le vendredi 30 janvier à 9h30 en salle D4.179.
9h30 : accueil et actualité scientifique
9h45 Conférence invitée – Laura Rampazzo, UNESP
The dynamic process of autonomization in teletandem: Exploring participants’ emotional journeys
The present study, linked to the REASONING project1, aims to map teletandem participants’ emotional journeys within this telecollaborative experience by analyzing the interplay between achievement emotions (Pekrun, 2006, 2023; Shao et al., 2023) and the components of the complex dynamic model of autonomization (Borges, 2019, 2022, 2024). Following Ferro, Cavalari, and Cappellini (in press), we first identify the academic achievement emotions in 59 diaries from 10 learners who took part in teletandem exchanges in 2025. We begin by tagging the occurrences of emotion, control, and value in segments of their reflections, including identifying emotions in three categories: positive activating, negative activating, and negative deactivating. This is followed by the tagging of autonomization components in segments already coded with emotions and the narrative description of each learner’s emotional trajectory. A quantification of tags across the emotional categories and the complex dynamic model components is also undertaken to identify the most prevalent correlations. The observation of learners’ emotional journeys highlights the complex, social, and individual nature of the development of autonomy.
The present study, linked to the REASONING project1, aims to map teletandem participants’ emotional journeys within this telecollaborative experience by analyzing the interplay between achievement emotions (Pekrun, 2006, 2023; Shao et al., 2023) and the components of the complex dynamic model of autonomization (Borges, 2019, 2022, 2024). Following Ferro, Cavalari, and Cappellini (in press), we first identify the academic achievement emotions in 59 diaries from 10 learners who took part in teletandem exchanges in 2025. We begin by tagging the occurrences of emotion, control, and value in segments of their reflections, including identifying emotions in three categories: positive activating, negative activating, and negative deactivating. This is followed by the tagging of autonomization components in segments already coded with emotions and the narrative description of each learner’s emotional trajectory. A quantification of tags across the emotional categories and the complex dynamic model components is also undertaken to identify the most prevalent correlations. The observation of learners’ emotional journeys highlights the complex, social, and individual nature of the development of autonomy.
11h15 Atelier – Angelika Verch. Université Lyon2 et LIDILEM
Étudier l’expérience imaginée, puis l’expérience vécue, de la première année d’apprentissage de l’allemand en tant que débutante ou débutant à l’université, à travers les données « en image » (créées ou choisies par les étudiant·e·s en se servant d’outils numériques) : Quelle(s) méthode(s) d’analyse ?
Contact : Nicolas Guichon, Marco Cappellini