This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen's language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.
In this chapter we will examine the role and status of the French language in the Maghreb today, beginning with a brief historical overview to explain the background to this complex issue of language contact. It seems clear that despite an Arabization policy aiming to promote Arabic and reduce the role of French, or even eliminate it completely from the region, the French language continues to play a key role in the three countries of the Maghreb. Any conclusions, however, can only be provisional, as language contact situations are constantly evolving, and even as we complete this chapter new developments will be occurring.
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