Abstract
As Internet carries on its growing in an unceasing manner, more and more students are guided by their teachers to accesslanguage learning websites to support self-studyThe present study examined some linguistic and interactional properties ofFrench learning websites in terms of readability, referential cohesion and interaction. These properties were comparativelyanalysed with French language textbooks and workbooks. The results showed that the websites were close to workbooks interms of the number of words and clauses used to teach/learn grammatical subjects. In order to examine readability andcomprehensibility, the websites were analysed for lexical density, clause length and referential cohesion. The resultsrevealed that they used less readable and comprehensible texts about lexical density and referential cohesion while theydesigned readable and comprehensible text regarding clause length. The websites were also analysed for involvementstrategies and the use of imperative verbs to look for their interactional features. The results indicated that they showedstrong interactional properties through involvement strategies but presented low density of imperatives. The findings of thepresent study also revealed that the texts of the websites were rather denatured electronic texts which seem to be a simpletransmission of information in printed sources as such into digital environment.
Highlights
Becoming more and more important, self-learning is a socio-educational fact that has effect on education and on several sectors of contemporary life
When we look at websites to teach French, we notice that they are rather websites that present grammar topics to teach or reinforce them
The corpus of this study consists of 14 websites to teach French as well as 10 textbooks and workbooks of French chosen to compare them with websites
Summary
Becoming more and more important, self-learning is a socio-educational fact that has effect on education and on several sectors of contemporary life. For a long time in the history of education, learners memorised and repeated without thinking or even understanding what they learned from the teacher who was considered both as source and generator of knowledge. Later, they found the opportunity to further expand their self-learning, when knowledge ceased to be teacherdependent, through books and course notes published by teachers. They found the opportunity to further expand their self-learning, when knowledge ceased to be teacherdependent, through books and course notes published by teachers In this new case, they do not lose their quality of being a source, teachers are rather called facilitators for learners who wish to access knowledge. There are many websites for foreign language courses, especially for learning French
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