ABSTRACT
This article presents a model of teletandem, i.e. tandem through desktop videoconferencing (Telles 2009TELLES, Joao Antonio (ed.). 2009. Teletandem. Um contexto virtual, autônomo colaborativo para a aprandizagem de línguas estrangeiras no século XXI. Campinas: Pontes.). The aim of such a model is twofold: heuristic and pedagogical. It is heuristic because it enables us to understand teletandem at all its levels and partially to predict (in probabilistic terms) what can happen in a teletandem environment. It is also pedagogical because it helps us formulate plans of action to improve future use and environment design. To build this model, we have drawn upon complexity theory (Larsen-Freeman & Cameron 2008LARSEN-FREEMAN, Diane & Lynne Cameron. 2008. Complex Systems and Applied Linguistics. Oxford: Oxford University Press., Morin 1990MORIN, Edgar. 1990. Introduction à la pensée complexe. Paris: Seuil.), which leads us to distinguish different levels of analysis before discussing the relationship between the different elements and levels leading to the complex final (yet dynamic) model.
Key-words:
learning environment; teletandem; interactions; modelization; complexity theory