We examined whether observers' language proficiencies affected their abilities to detect native and non-native speakers' deception. Native and non-native English speakers were videotaped as they either lied or told the truth about having cheated on a test. A total of 284 laypersons-who were either native or non-native English speakers themselves-viewed these videos and indicated whether they believed that the speakers were being truthful or deceptive. Observers were more accurate when judging native speakers than when judging non-native speakers, suggesting that perceptual fluency aided deception detection. Although there was no effect of observers' language proficiencies on discrimination, their belief that interviewees were telling the truth increased with proficiency. On the whole, these findings suggest that non-native speakers may be at greater risk of being incorrectly classified in forensic contexts.

La présente étude vise à documenter cette question en s'intéressant aux effets d'un projet expérimental de tutorat inter-ordre 2 à distance comme outil de formation pour les futurs enseignants de langues secondes. Les apprentissages rapportés sont classifiés puis comparés aux 12 compétences professionnelles (CP) qui orientent la FM au Québec (Canada). Les résultats suggèrent que le tutorat à distance permet le développement intégré de plusieurs composantes des CPs visées en FM et la conscientisation des futurs enseignants vis-à-vis de celles-ci. Mots

Parfois, l’enseignement des langues semble oublier que les langues sont vivantes et qu’elles obéissent à des rythmes précis. Avant que d’être écrites, les langues sont parlées et impliquent plusieurs éléments physiques : cordes vocales, appareil phonatoire, muscles, mais également le corps entier pour les dimensions paraverbales et non verbales (Cosnier & Brossard, 1984). La question qui se pose dès lors est « comment favoriser l’articulation des dimensions verbale, paraverbale et non-verbale chez l’apprenant d’une langue seconde ou étrangère ? » Pour ce, il convient d’apporter une attention particulière au contexte systémique d’émergence des langues et de leurs rapports écologique et social au monde (Mühlhäusler, 2003). Nous inspirant des pratiques théâtrales (Tabensky, 1997), nous proposons ici une vision intégrative de l’enseignement des langues vivantes basée sur la musicalité de la parole, les gestes, la posture et les actions langagières afin de porter l’accent sur la dimension communicative (Meunier, 2003) et émotionnelle (Frijda, 2003) inhérente aux langues vivantes. Language, Rhythm and Art: Towards a Physical and Musical Approach to Language Teaching Language teaching sometimes sets aside the fact that languages are living entities, submitted to precise rhythms. Since languages are alive, they are spoken before being written and rely on physical elements: vocal cords, sound production apparatus, muscles and also the entire body, in the case of paraverbal and nonverbal dimensions (Cosnier & Brossard, 1984). The question that now arises is that of the articulation of the verbal, paraverbal and non-verbal dimensions for the second or foreign language learner. In order to do so, it is necessary to take the systemic context of emergence of languages and their ecological and social relations to the world (Mühlhäusler, 2003) into consideration. Drawing on theatre practices (Tabensky, 1997), we thus wish to submit a comprehensive perspective of language teaching based on the musicality of speech, gestures, postures and speech acts in order to underline the communicative (Meunier, 2003) and emotional (Frijda, 2003) dimensions of languages.

Artificial intelligence (AI) has developed dramatically in recent decades. Its use has been unprecedented in various disciplines and fields such as: data science, information science, online marketing and data mining from the development of various platforms, as well as in the area of "connected' objects. Since the advent of AI, we have been moving towards ubiquitous computing. Widely used in our everyday personal and professional lives, computing technology has become increasingly "intelligent" and capable of anticipating our every need, with the goal of helping us to be more productive in the long run. Generally speaking, technology refers here to the deployment of an application in a computer system, with or without the use of AI; however, the use of AI in language learning applications is still somewhat neglected.