Pertinence de recherche
Le franỗais est une des langues ộtrangốres obligatoires dans le programme universitaire, une partie importante de connaissances que les étudiants doivent acquérir pendant leurs études
The teaching of grammar has evolved over the years through various methods and approaches, including the grammar-translation method, the SGAV method, and the functional-communicative approach This raises the question of which methodology is best suited for effective grammar instruction.
Grammar has long been a fundamental aspect of learning any language For teachers, grammar is the most crucial linguistic component in language classes, prioritized over vocabulary, culture, and phonetics When learners grasp a new grammatical rule, they feel a sense of mastery over part of the linguistic system, even if they don't always apply it in communication Consequently, grammar remains a primary focus for methodologists, curriculum designers, and language teachers alike They continually seek effective methods for teaching and learning grammar to enhance language acquisition and practice for learners.
Information and Communication Technologies (ICT) are a hallmark of modern society, reflecting each country's development level In education, ICT plays a crucial role, serving as a potential force to promote innovative teaching and learning methods The integration of ICT in education enhances quality, with numerous studies highlighting its effectiveness in teaching foreign languages Utilizing the Internet in French as a Foreign Language (FLE) classes at universities can effectively engage specialized audiences, boosting motivation and interest in learning French However, at our Faculty, the predominant teaching method remains traditional, focusing on grammar rules followed by textbook exercises, which fails to engage students and has led to a rising absenteeism rate As a teacher at Hanoi Medical University, I recognize that one of the major challenges in teaching grammar lies in the methodology employed.
The reasons outlined above motivate us to conduct this thesis on the integration of ICT in the teaching and learning of grammar for students at the Hanoi Medical University.
Our study aims to identify the perceptions of students and teachers regarding ICT at Hanoi Medical University, assess the advantages and disadvantages of integrating ICT into grammar teaching and learning, pinpoint the limiting or facilitating factors of ICT integration in this context, and ultimately provide pedagogical suggestions to enhance the quality of ICT-assisted grammar education at Hanoi Medical University.
A partir de nos objectifs de recherche fixés, nous sommes en mesure de formuler les questions de recherche qui suivent
Question 1: Quelle est la perception des étudiants et des enseignants de la
Faculté de médecine de Hanoi sur la grammaire et sur l’intégration des TIC dans l’enseignement et l’apprentissage de la grammaire?
Question 2 : Quel est l’état actuel de l’enseignement/apprentissage de la grammaire et l’utilisation des TIC des étudiants et des enseignants de la Faculté de médecine de Hanoi ?
Question 3 : Quelles sont les implications pédagogiques dégagées en vue d’améliorer la qualité de l’enseignement et l’apprentissage de la grammaire du franỗais assistộ par TIC ?
Pour effectuer notre travail, nous allons nous recourir à différentes méthodes et techniques de recherche Il s’agit de la méthode descriptive et des techniques analytiques
Tout d’abord, pour construire une base conceptuelle sur laquelle s’appuient les analyses et les études, nous allons collecter, classer et analyser les recherches effectuées auparavant portant sur notre sujet
Next, we will conduct a survey using questionnaires directed at both students and teachers to gather data on the teaching and learning of grammar among students These two data collection methods aim to obtain the most accurate and comprehensive information possible The data analysis will be performed using both quantitative and qualitative approaches.
Notre mémoire se composera ainsi de trois chapitres
In this article, we will justify our choice of research topic, outline the research questions, and describe the methodologies employed Chapter I will focus on the theory of grammar teaching, providing references that will aid in identifying an effective approach for teaching French as a Foreign Language (FLE) grammar Additionally, we will explore the general potential of Information and Communication Technologies (ICT) in enhancing the teaching and learning of grammar.
Le deuxième chapitre consiste à présenter la méthodologie de recherche et à analyser l’état de l’utilisation des TIC dans l’enseignement / apprentissage de la grammaire en procédant à l’analyse des résultats des enquêtes
In the final chapter, we aim to present pedagogical suggestions to enhance the quality of grammar teaching and learning through ICT We will propose activities and tasks that leverage technology to develop learners' grammatical competence Additionally, we will recommend solutions to address the challenges faced by French as a Foreign Language (FLE) teachers and provide suggestions for improving their professional skills in teaching grammar effectively.
1.1 Quelques concepts de base de la grammaire et l’enseignement de la grammaire
1.1.1 Quelques concepts de base de la grammaire
1.1.1.1 La notion de la grammaire
Grammar has long been a fundamental aspect of all languages, serving as a cornerstone in linguistic research To effectively study a language, one must first understand its operational rules and structure While the essential role of grammar is universally acknowledged, the question remains: what exactly is grammar?
La grammaire est une partie intégrante de la langue Plusieurs linguistes célèbres ont proposé les définitions sur la grammaire :
Il nous semble trop vague en abordant la notion de la grammaire qui a été dộjà conỗue par plusieurs linguistes cộlốbres par exemple E.Suzuki, R.Galisson, H.Besse, N.Chomsky, etc
Pour Jean- Pierre Cuq (1996 : p.41) : ô On peut appeler grammaire : 1- le résultat de l’activité heuristique qui permet à l’apprenant de se construire une représentation métalinguistique organisée de la langue qu’il étudie
2- le guidage par l’enseignant de cette activité en fonction de la représentation métalinguistique organisée qu’il se fait de la langue qu’il enseigne ằ
Grammar is viewed as a fundamental tool for language teaching, typically presented through rules and conventions that guide the correct formation of sentences and statements Traditionally, grammar is divided into two main categories: syntax and morphology.
Basé sur le Petit Robert :
1 ensemble de règles à suivre pour écrire et parler une langue (règles de bonne formation)
2 ensemble des structures et des règles qui permettent de produire tous les énoncés appartenant à une langue et seulement eux
3 étude systématique des éléments constitutifs d'une langue donnée
At first glance, there seems to be little difference between these definitions; however, they serve entirely different purposes The first definition adopts a purely normative or prescriptive perspective, while the next two are approached from a linguistic standpoint.
Selon le Dictionnaire Petit Larousse (1906), ô Art qui enseigne à parler et à ộcrire correctement Livre qui contient les rốgles de cet art ằ
Grammar encompasses the rules that govern how linguistic units in a language are combined to create sentences that form statements This is why every language has its own distinct grammar.
Grammar serves as a description and modeling of the structure and function of a given language Over the centuries, French has inspired numerous competing grammars, leading to distinctions such as traditional grammar and structural grammar Recent grammars are rooted in linguistics, aiming for objectivity and adopting a descriptive approach to grammar.
Grammar is a set of rules that ensures correctness and adherence to the standards of spoken or written language In this context, grammatical errors are seen as violations of proper usage Therefore, grammar encompasses the rules and principles governing the use of a specific language and is considered a branch of linguistics.
1.1.1.2 Comment présente-t-on la grammaire d’une langue étrangère
According to various linguists, grammar is understood as the knowledge of rules and exists within the framework of language It comprises two dimensions: implicit and explicit After learners acquire explicit rules through discovery facilitated by the teacher, they gain a tool for self-correction Therefore, the rules introduced in the course should be as simple and accessible as possible, avoiding the simultaneous presentation of all grammatical descriptions Teachers pay close attention to the learners' needs in grammar usage The effectiveness of rule presentation is enhanced by discovering rules in context, allowing learners to perceive an inseparable link between context and rules Implicit rules enable learners to speak the language immediately, resulting from an autonomous phase in the learning process that fosters production capability Teaching rules must always align with learners' perceptions and contexts, addressing the needs of grammar users In this scenario, explicit knowledge exists only at the beginning and should transition to implicit understanding to become functional, which is essential for ensuring stable rule acquisition.