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L'apprentissage du vocabulaire en français L2 avec Netflix : effet des activités de pré-/post-visionnage

Suter, Lea; Berthele, Raphael; Thomas, Anita (2024). L'apprentissage du vocabulaire en français L2 avec Netflix : effet des activités de pré-/post-visionnage. Journal of French Language Studies, 34 (2), pp. 227-248 Cambridge University Press. 10.1017/S0959269523000273

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Audio-visual inputs such as films and series are increasingly used in foreign language (FL) classes as they provide authentic exposure to the language. Several studies suggest they support the learning of new words, and this learning may be enhanced using pre/post-viewing activities. This study was conducted in German-speaking Switzerland and investigates the effect of presence and sequence of viewing activities on the learning of 51 target words. In a within-subjects design study, 97 beginner level L2 French students, aged 13–14, watched three excerpts from the TV series “Plan Cœur” (Netflix, 2018). The three conditions were: episode only, episode and pre-viewing activity, episode and post-viewing activity. The activities focused on recognising the meaning of target words. Three immediate and one delayed post-test of the same type (meaning recognition) were administered to four upper-level classes (general and pre-gymnasium classes/GPG) and two lower-level classes (basic requirement classes/EBA). Our results confirm the superiority of the conditions including an activity as well as an (unsurprising) difference according to school level. Results also show an interaction between test and condition with more correct responses in the immediate post-tests. The difference between pre and post activity is negligible. These results highlight the importance of pre/post-viewing activities when learning new words in FL.

Item Type:

Journal Article (Original Article)

PHBern Contributor:

Suter, Lea

Publisher:

Cambridge University Press

Language:

French

Submitter:

Lea Suter

Date Deposited:

24 Jun 2025 14:09

Last Modified:

26 Jun 2025 19:33

Publisher DOI:

10.1017/S0959269523000273

Uncontrolled Keywords:

didactique du français langue étrangère, FLE, apprentissage du vocabulaire, input; films; séries SLA; French as a foreign language; vocabulary; input; films; series

PHBern DOI:

10.57694/7311

URI:

https://phrepo.phbern.ch/id/eprint/7311

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