Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE

Main Article Content

Krzysztof Kotuła


The aim of the present article is to focus on the potential of video games as a tool enabling the language teacher to transform the learning experience in the FL classroom. Apart from presenting various theoretical aspects of integrating computer-enhanced ludic techniques into language teaching, learner discourse excerpts will be analysed in order to determine the extent to which video games implementation can enhance classroom interaction. Our main aim will be to list various contexts in which narrative activities can manifest themselves during French as a foreign language lessons. As we will see, learners can be encouraged to create stories not only in reaction to cinematic sequences but also when attempting to reconstruct events which occurred earlier in the game or while recalling events from an earlier gaming session.


Download data is not yet available.

Article Details



  1. Buysse, M. (2016). Dépendance sans intégration. La cosubordination comme mode de jonction propositionnelle et sa pertinence en acquisition du français L2. In F. Neveu, G. Bergounioux, M.-H. Côté, J.-M. Fournier, L. Hriba, & S. Prévost (Eds.), Congrès Mondial de Linguistique Française – CMLF 2016 (SHS Web of Conferences ; vol. 27). EDP Sciences-Web of conferences. DOI :
  2. Dörnyei, Z., & Scott, M.L. (1997). Communication Strategies in a Second Language. Definitions and Taxonomies. Language Learning, 47 (1), 173-210. DOI :
  3. Gee, J.P. (2008). What video games have to teach us about learning and literacy. Basingstoke : Palgrave Macmillan.
  4. Johnson, S. (2005). Everything bad is good for you. New York : Riverhead Books.
  5. Kotuła, K. (2015). New technologies and classroom interaction. Computer-enhanced ludic techniques in language learning. In A. Turula, B. Mikołajewska, & D. Stanulewicz (Eds.), Insights into Technology Enhanced Language Pedagogy (pp. 79-90). Frankfurt am Main : Peter Lang. DOI :
  6. Kotuła, K. (2016). Le rôle de l’enseignant d’une langue étrangère dans un environnement numérique. Des mondes virtuels aux jeux vidéo. Romanica Cracoviensia, 16 (2), 97-107. DOI :
  7. Mawer, K., & Stanley, G. (2011). Digital play: computer games and language aims. Surrey : Delta Publishing.
  8. Paprocka-Piotrowska, U. (2003). Temporalité et narration. Développement des moyens de donner l’information temporelle dans le discours narratif chez des apprenants polonophones débutant français. Lublin : Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego.
  9. Paprocka-Piotrowska, U. (2013). Construction du récit dans la communication en langue étrangère. Lublin : Wydawnictwo Werset.
  10. Prensky, M. (2006). Don’t Bother Me Mom – I’m Learning! Saint Paul, Minnesota : Paragon House.
  11. Reinders, H. (Ed.) (2012). Digital Games in Language Learning and Teaching. Palgrave Macmillan. DOI :
  12. Reinhardt, J., & Sykes, J.M. (Eds.) (2014). Game-informed L2 Teaching and Learning [Special issue]. Language Learning & Technology, 18 (2). Retrieved from
  13. Tettegah, S., McCreery, M., & Blumberg, F. (Eds.) (2015). Psychological Perspectives on Digital Games and Learning [Special issue]. Educational Psychologist, 50 (4). Retrieved from
  14. Thomas, M. (2012). Contextualizing Digital Game-Based Language Learning. Transformational Paradigm Shift or Business as Usual? In H. Reinders (Ed.), Digital Games in Language Learning and Teaching (pp. 11-31). New York : Palgrave Macmillan. DOI :