Les Chansons de la francophonie Web Site and its Two Web-usage-tracking Systems in an Advanced Listening Comprehension Course

Authors

  • Alysse Weinberg University of Ottawa

DOI:

https://doi.org/10.1558/cj.v22i2.251-268

Keywords:

Web Page Tracking, WebCT, Web-based Language Listening Activities, French songs, JavaScript

Abstract

The Les Chansons de la francophonie web site is based on French songs and was developed using HTML and JavaScript for the advanced French Comprehension Course at the Second Language Institute of the University of Ottawa. These interactive listening activities include true-false and multiple-choice questions, fill in the blanks, paragraph writing, and reading comprehension based on external web links related to the themes of the songs. Because there was no tool readily available to track students' use of these web pages, they were temporarily integrated into WebCT until eChanson, a more sophisticated tracking function, was developed. Sample pages from Les Chansons de la Francophonie are presented along with a description of how the two tracking and assessment methods are integrated into them--both internally via JavaScript and CGI and through the WebCT and eChanson shells.

Author Biography

  • Alysse Weinberg, University of Ottawa

    Alysse Weinberg has been teaching French as a second language at the Second Language Institute of the University of Ottawa in Canada for many years. She is a co-author of two French textbooks, À bon port and Points de rencontre. With Hélène Knoerr, she co-authored the Complete idiotʼs guide to learning French as a second language, two CDs of multimedia activities for listening and reading comprehension—Compagnon de voyage—and one on French pronunciation— Compagnon de parole. She regularly publishes on language learning.

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Published

2013-01-14

Issue

Vol. 22 No. 2 (2005)

Section

Articles

How to Cite

Weinberg, A. (2013). Les Chansons de la francophonie Web Site and its Two Web-usage-tracking Systems in an Advanced Listening Comprehension Course. CALICO Journal, 22(2), 251-268. https://doi.org/10.1558/cj.v22i2.251-268