Objectifs de la recherche
Our research aims to examine the vocabulary learning strategies utilized by high school students and those taught by teachers in French as a Foreign Language (FLE) classes during the three-year curriculum of the 2009-2010 school year, based on Rebecca Oxford's (1990) theory of six types of vocabulary learning strategies We will address the challenges of teaching and learning French vocabulary, particularly in the three-year curriculum in Hai Duong, and ultimately propose appropriate pedagogical suggestions for improvement, grounded in the theoretical framework of our study.
Questions et hypothèses
Notre recherche porte sur les questions suivantes:
1 Quelle est l’extension du vocabulaire dans les manuels Tiếng Pháp 10, 11, 12 (curcus de trois ans)?
2 Quelles sont les stratégies d’apprentissage du vocabulaire que les lycéens concernés tendent à utiliser ?
3 Quelles seraient les propositions pédagogiques destinées à en assurer un enseignement/apprentissage efficace ?
3.2 Hypothèses À partir de ces questions, nous formulons nos hypothèses de recherche suivantes :
- Les trois manuels actuels de franỗais rộpondent aux besoins de l’enseignement- apprentissage du vocabulaire franỗais et correspondent à la capacitộ des lycộens
- Parmi les stratégies disponibles, les lycéens utilisent le plus souvent celles cognitives dans leur apprentissage du vocabulaire franỗais
Teaching vocabulary acquisition strategies, diversifying learning activities, and incorporating varied teaching materials along with Information and Communication Technologies (ICT) in vocabulary instruction significantly enhance the teaching and learning process.
Méthodologie de recherche
To achieve our research objectives, we will employ a descriptive method with specific procedures and techniques to validate our initial hypotheses and identify effective solutions for high school students' acquisition of new vocabulary This will involve conducting a questionnaire survey among learners and interviews with teachers to explore the role of vocabulary in communication, the frequency of using French vocabulary learning strategies, and their attitudes towards these strategies.
Plan du mémoire
Cette recherche se structure en trois chapitres à part l’introduction et la conclusion:
Chapter 1 explores vocabulary teaching through various methods and approaches, focusing on vocabulary learning strategies from a communicative perspective It also includes relevant studies that form the theoretical framework for the research.
Le chapitre 2 présente notre étude de cas Il comprend des informations sur le public, les techniques d'enquête, les procédés de collecte et d’analyse des données
Le chapitre 3 est consacré aux propositions pédagogiques destinées à améliorer la qualité d’enseignement-apprentissage du vocabulaire dans les lycées à Hai Duong ó le franỗais est dispensộ comme langue ộtrangốre
CADRE THÉORIQUE
Concepts de base
According to Tran Hung in "Prộcis de lexicologie" (published in 1998, page 6), it is essential to differentiate between individual lexicon and global lexicon when discussing the concept of lexicon.
The lexicon refers to the complete set of words available to a speaker at any given time It encompasses the words that an individual can both use and comprehend, forming their personal vocabulary.
It is clear that an individual cannot possess every word in a language due to the vast number of words that exist beyond their personal vocabulary These words are those that the speaker has yet to encounter in their everyday use of language.
Le lexique global ou lexique général, c’est une somme considérable de mots, dont on peut établir théoriquement l’inventaire, d’une communauté linguistique à une époque historiquement déterminée
The richness of an individual's vocabulary is a crucial aspect of their verbal attitudes and knowledge base Vocabulary varies significantly from person to person, but some linguists suggest that a lexicon of around five thousand words is sufficient to handle most everyday communication situations Additionally, there exists a subset between individual vocabulary and global vocabulary, known as group lexicon, which includes specific terms that may not be familiar to outsiders The extent of one’s vocabulary can be either limited or expanded depending on the speaker.
Le vocabulaire est une partie intégrante de la langue, grâce auquel, la langue devient un moyen de communication de l’homme Les linguistes ont proposé jusqu’à maintenant plusieurs définitions
According to the Practical Dictionary of French (Hachette, 1989, p.1174), vocabulary is defined as an abridged dictionary of a language, encompassing the collection of words in that language, as well as the specific terms known and used by an individual or group, particularly those related to a specific science or art.
Ensuite, dans le dictionnaire Le Robert dictionnaire historique de la langue franỗaise (p.410), le vocabulaire est dộfini comme ô un dictionnaire succinct ou spộcialisộ
(d’une science, un art, ou qui caractộrisent une forme d’esprit) ằ
Et selon Duquette L.&Tréville M-C (Enseigner le vocabulaire en classe de langue,
In 1996, vocabulary is defined as a subset of a language's lexicon, encompassing all semantic units, whether they are graphically simple or complex, as well as idiomatic expressions that manifest in discourse.
To enhance reader comprehension, Trần Hùng (1998) defines vocabulary as the complete set of words actively used by a speaker during a specific speech act, whether in oral or written form.
Vocabulary reflects the updating of various words within an individual's lexicon This is why it is possible to count the different words a student uses in an exercise, providing a snapshot of their vocabulary search at that moment However, this only offers a partial view of their overall lexicon.
An individual's passive vocabulary consists of words they recognize but cannot actively use For instance, a learner may be aware of the word "discouragement" and understand its meaning, yet they struggle to incorporate it into their speech due to a lack of mastery over its usage conditions This illustrates the concept of passive vocabulary development.
Active vocabulary refers to the words we know and can use in various communication situations, highlighting the importance of understanding the conditions for their usage For example, with the term "commérage," it's essential to know phrases like "se livre à des commérages" and "les commérages vont bon train." It is beneficial to teach students how to expand their active vocabulary effectively.
1.3 Rapport entre le lexique et le vocabulaire
Professor Henriette Gezundhajt from the Department of French Studies at the University of Toronto, in her 2001 Lexical Studies, distinguished between lexicon and vocabulary She defined lexicon as the set of forms known either actively or passively by a given speaker.
Vocabulaire : uniquement les formes connues activement par l'énonciateur Les vocabulaires sont aussi appelés des jargons Ils sont utilisés dans un champ donné par un groupe social particulier ằ
It is important to distinguish between lexicon and vocabulary Vocabulary refers to the set of words used by a speaker in specific contexts, while lexicon encompasses all the words available to a speaker at a given time In other words, vocabulary pertains to speech, whereas lexicon relates to language.
The relationship between vocabulary and lexicon reflects the distinctions between language and speech, as well as language and discourse Vocabulary is a subset of the lexicon, which varies in size depending on individual circumstances and needs In foreign language education, it is impractical to teach every word in the language; instead, the focus should be on helping learners acquire a functional vocabulary that enables them to understand others and express their own thoughts The goal is to enrich the individual’s lexicon and guide them in making appropriate choices to use their vocabulary accurately.
This situation leads to two key consequences: the teacher never fully perceives the vocabulary of their student, and the student never utilizes the entirety of their vocabulary during speaking It is important to note that the richness of vocabulary is directly linked to the depth of understanding.
The French language boasts thousands of words, making vocabulary study essential for understanding its lexicon The term "word" itself is highly ambiguous, with numerous definitions proposed by linguists that have often been deemed inadequate and incomplete As a result, a clear and universally accepted definition of a word remains elusive.
Certains linguistes distinguent les mots graphiques des mots phonétiques
En apparence graphique, le mot est ô un groupement de lettres limitộes à sa droite et sa gauche d’un blanc qui forme ses frontiốres naturelles ằ (E.Grenouvier- J.Peytard,
Linguistique et enseignement du franỗais)
Exemple : Il est très intelligent
Cette phrase possède 4 mots graphiques
Généralités sur l’enseignement du vocabulaire
2.1 La place du vocabulaire dans la maợtrise de la langue
Language serves as a tool for thought and a medium for knowledge through symbols Additionally, as a means of communication, language facilitates our interactions, essential for sustaining society and fostering human relationships.
Phonetics, grammar, and vocabulary are the three essential components of a language, intricately linked, as one cannot exist without the others However, vocabulary plays a particularly vital role, serving as an integral part of the language Words do not exist in isolation; they are always connected to other words, forming sentences that convey the speaker's thoughts Research has shown that without a solid understanding of the lexicon of the studied language—encompassing words and expressions—achieving the ultimate goal of language studies becomes impossible This goal is to use the language as a means of communication, enabling listening, reading, speaking, and writing effectively.
Communicating in a foreign language is significantly more challenging than in one's native language, as it often hinders the ability to express thoughts and share information due to a limited vocabulary Vocabulary plays a crucial role in language teaching and learning, as it is intertwined with other language components such as grammar, phonetics, and spelling Each word possesses unique phonetic characteristics that differentiate it from others, underscoring the importance of a comprehensive approach to vocabulary in language education.
Exemple : père [p ε r] / pain [p ɛ̃] mère [m ε r] / main[m ɛ̃]
The meaning of each of these two words is connected to the distinction between the sounds [p]/[m] and [ε]/[ɛ̃] Furthermore, phonetics can be viewed as a tool for vocabulary acquisition, as proper pronunciation facilitates the easy learning of new words.
Il y a aussi un lien organique entre le vocabulaire et la grammaire surtout la syntaxe : ô Connaợtre, avec les rốgles grammaticales un maximum des mots permet de bien parler ằ
According to Grenouvier (1972, p.179), the interplay between grammatical rules and vocabulary enables us to construct a vast array of sentences and statements, facilitating effective communication with others.
Words take on a specific form as a means of communication among people, which is the focus of syntax Additionally, each word has a lexical-grammatical structure, including its root, affixes, and endings, and belongs to a particular part of speech, such as noun, adjective, or verb.
The study of vocabulary is closely tied to grammar, making it essential to learn them together Mastering a language requires understanding vocabulary in conjunction with phonetics and grammar, as this provides a formal knowledge of spelling.
The distinction in meaning between these words is solely based on their spelling The study of vocabulary is crucial, as acquiring lexicon significantly aids in the assimilation of other language knowledge.
Teaching the mechanics of a language devoid of words and meaning is not essential It is through vocabulary, the magical and captivating objects of language, that learners can connect with both the real and imaginary worlds, as well as literature Vocabulary serves as a vehicle for conveying the culture of a community, allowing individuals to explore its history, lifestyle, and civilization (Trôville M-C & Duquette L – Teaching Vocabulary in Language Class, 1996, p.9).
Linguists emphasize the significance of vocabulary in language learning According to Tréville M-C in "Teaching Vocabulary in Language Class" (1996, p.9), mastering a language fundamentally revolves around its vocabulary.
In language learning, vocabulary plays a crucial role, as a learner lacking words cannot comprehend written texts, produce statements, or communicate effectively, even with a strong grasp of grammatical and phonetic rules and cultural knowledge Additionally, while the acquisition of grammatical and phonetic systems may reach a plateau during the learning process, vocabulary enrichment is a gradual endeavor that requires patience and significant effort from students, as language and its vocabulary are constantly evolving.
C’est pourquoi, l’enseignement/apprentissage de toute la langue doit tenir compte d’une acquisition mộthodique, progressive et scientifique du vocabulaire De surcroợt, celle-ci doit être toujours acquise et contrôlée
2.2 Les principes de l’enseignement du vocabulaire
No one can claim to know all the words in a language, highlighting the impossibility of teaching every term Therefore, it is essential to select vocabulary that is suitable for the audience's nationality, age, education level, and interests, whether in oral or written form, or specific to a particular field It is crucial to identify the vocabulary to be taught from the outset.
Nous allons noter ici quelques principes essentiels pour bien enseigner le vocabulaire tels que: le contexte, la sélection du contenu, la progression…
The role of context in language is crucial, as words are never isolated; they are always connected to other words to form coherent sentences This indicates that teaching words in isolation is ineffective; they must be associated with a context to convey their meaning (Rebuffot, 1986) Without context, a word's meaning remains undefined, rendering it meaningless or overly ambiguous (Nielsen, 1976).
Traditionally, one can explore the intrinsic relationships of words, including morphological aspects like derivation and semantic connections such as synonymy, antonymy, definitions, and metaphorical equivalences It is essential to present words within a lexical or morphological field rather than in isolation.
The role of memory in psycholinguistics highlights that vocabulary retention improves significantly when words are introduced in lists accompanied by definitions or translations, followed by contextual usage Various strategies enhance learning, including decontextualized methods like lists and dictionaries, semi-contextualized techniques such as grouping and imagery, and fully contextualized approaches like listening and composition.
Enseignement du vocabulaire à travers les méthodes et approches
The traditional method, also known as the classical method or grammar-translation method, is the oldest approach in language teaching, originating in the late 19th century and reaching its peak during the 19th century.
Elle a été appliquée d’abord à des langues qui n’étaient plus vivantes commme le grec et surtout le latin, ensuite à la découverte des œuvres littéraires de cette époque là
The most important characteristic of the traditional method is its emphasis on grammar instruction Language is viewed as a collection of rules and exceptions, focusing primarily on its structure This approach suggests that language operates within a grammatical framework, where one merely needs to speak the words.
The primary objective of this method is to comprehend literary texts, write with precision, and develop reasoning and analytical skills Literary texts serve as essential resources, with words forming the core of their substance The vocabulary taught is rich and meticulously curated, including lists of words, translations, definitions, and paraphrases To enhance vocabulary, teachers provide synonyms, antonyms, and homonyms When introducing new words, teachers translate them into the students' native language and offer parallel lists in textbooks to maximize vocabulary acquisition, presenting all possible meanings of a word This approach focuses solely on the form of the word, neglecting its meaning, function, and usage.
The exercises employed in traditional vocabulary teaching include written exercises focused on morphology and grammatical analysis, such as fill-in-the-blank tasks, agreement exercises, and translation activities This approach inevitably leads to an artificial learning environment While students may acquire a large vocabulary, they often struggle to use words correctly in sentences, resulting in grammatically incorrect constructions that lack coherence in French Furthermore, teaching vocabulary in isolation lacks linguistic foundation, as a word holds no meaning when considered on its own.
The traditional method represents a pivotal moment in the history of language teaching methodology As the first language learning approach, it inevitably has its shortcomings To ensure effective vocabulary acquisition, a more comprehensive method is necessary Teaching vocabulary within its context while adhering to the pronunciation and grammar rules of the French language is essential for successful language learning.
Emerging in the late 19th century, the direct method marked a significant departure from traditional language teaching approaches Historically recognized by C Puren as the first specific methodology for teaching foreign languages, it arose in response to evolving language learning needs This shift aimed to achieve effective mastery of the language as a practical communication tool.
La méthode directe constitue une approche naturelle de l’apprentissage d’une langue fondée sur le processus d’acquisition de la langue maternelle
Pour J.P Cuq et I.Gruca (2002), la méthodologie directe a des caractéristiques suivantes :
- la grammaire est présentée de manière inductive et implicite
- l’accent est mis sur l’acquisition orale
- la progression prend en compte les capacités et les besoins des apprenants
The direct method of foreign language teaching emphasizes learning vocabulary without relying on translation into the native language Instructors utilize objects and images to convey meaning, ensuring that translation is avoided The primary goal is to encourage learners to think in the foreign language as early as possible.
The direct method marks a significant shift in foreign language teaching by integrating general pedagogy, focusing on student motivation and adapting teaching methods to their interests, needs, and abilities This approach emphasizes a progression from simple to complex content According to C Puren in "Histoire des méthodologies de l’enseignement des langues étrangères" (CLE international, 2009), the break from traditional methods to the direct method represents a major innovation in educational practices.
L’enseignement/appprentisage du vocabulaire est lié directement à l’environnement immédiat de la classe dans lequel les mots présentés se basent sur les objets concrets des élèves
This method developed in the United States between 1940 and 1970, rooted in structuralism and the distributional analysis of Bloomfield's disciples Its primary goal is to help learners acquire the four communicative skills in a foreign language within everyday situations According to C Germain (Methodology of Teaching a Foreign Language, 1993), priority is given to oral skills, particularly spoken structures, while written skills are secondary and closely tied to oral communication Consequently, grammar is taught implicitly and inductively through structural exercises, often oral, and vocabulary is limited to fundamental terms taught in context using oral materials.
The audio-lingual method has faced criticism for its limited transfer of classroom learning to real-life situations, particularly at the elementary level Initially met with enthusiasm, the reliance on structured exercises has led to disappointment, as these activities often bored students and diminished their motivation Consequently, the transition from guided practice to spontaneous use of language rarely occurred.
Méthode SGAV (structuro-global audio-visuelle)
In the mid-1950s, English emerged as the dominant international language, posing a threat to the status of French To promote the French language abroad, French linguists sought more effective teaching methods, leading to the development of the audio-visual method, also known as the structuro-global audio-visual method, in the early 20th century This approach emphasizes communication in the target language, prioritizing oral skills and equipping students with practical language for everyday situations Ultimately, the main goal is to enhance the ability to speak a foreign language confidently in daily interactions.
This method aims to develop in students the ability to understand lessons and apply that knowledge in standard, contemporary French, ensuring a modest yet grammatically and phonetically correct expression.
In traditional methods, vocabulary is considered the essence of language, playing a crucial role in communication In the SGAV approach, teachers must have a vast vocabulary to effectively interpret given images and select appropriate words for various communication situations This vocabulary is essential for everyday conversations The lexical component is not randomly determined by teachers but is linked to the French Fundamental (F.F) framework, which consists of 3,000 words divided into two levels (F.F1 and F.F2), each containing approximately 1,500 words The latter serves as a solid foundation for course development, featuring a list of essential words frequently used in daily situations.
Le F.F fournit des mots présentés en situation et expliqués par référence à l’image et fixés par répétition systématique
In a language course, the teaching approach involves stages of presentation, memorization, exploitation, and reemployment of vocabulary Words are introduced in context, explained through visual aids, and reinforced through systematic repetition, without translation of new terms Explanations rely solely on audiovisual materials such as projectors, screens, felt boards, and images Following this, students memorize the vocabulary and engage in communication, ultimately discussing different topics while incorporating the newly learned words This method prohibits the use of the mother tongue.
While the SGAV method offers numerous advantages over traditional approaches, it also has its drawbacks Although it addresses some shortcomings of conventional methods, it tends to overlook written language, resulting in limited vocabulary Students may excel in speaking but struggle significantly with writing According to some authors, this can lead to a deterioration of the language Clearly, such a form of French is not present in the normal linguistic output of native speakers This explains the considerable difficulties learners face when using the language outside the classroom.
C’est pourquoi, on a à trouver une autre méthode plus efficace
Stratégies d’apprentissage du vocabulaire
Les stratégies d’apprentissage sont très importantes dans l’apprentissage d’une langue Nous allons consacrer entièrement cette section, à une présentation d’une classification très connue des stratégies d'apprentissage du vocabulaire
Rebecca Oxford définit les stratégies d'apprentissage comme suit:
Les stratégies d'apprentissage d’une langue sont des moyens qu’emprunte l’élève pour mieux apprendre
Learning strategies are actions taken by learners to help them acquire, store, retrieve, and utilize information By employing these strategies, learners can make their learning more effective, autonomous, and transferable to new situations.
Acquiring effective learning strategies is essential for fostering learner autonomy While these strategies are primarily utilized by the individual learner, trainers play a crucial role in raising awareness about these strategies, which leads to their successful implementation.
Suite à des observations d’aldultes apprenant les langues étrangères, Rebecca
Oxford (1990) classe les stratégies d’apprentissage en deux catégories:
- Les stratégies directes (celles qui concernent directement la langue)
- Les stratégies indirectes (celles qui concerent la gesion générale du processus d’apprentissage)
Direct strategies in language learning include mnemonic, cognitive, and compensatory strategies, each further divided into subcategories The following tables, summarized by Marie-Claude Tréville and Lise Duquette in "Teaching Vocabulary in Language Class" (1996), provide classifications along with definitions and concrete examples.
4.2 Les stratégies mnémoniques (liées à l’entreposage et au rappel de l’information)
Catégorie Sous-catégorie Définition/exemple
1 regroupement -ex: par similarité conceptuelle: chaud-tiède
-ex: par opposition: grand-petit
- association de la forme sonore ou graphique du mot de L2 et de mots de L1: library, librairie
- choix d’un contexte facilitant la mémorisation: construction d’une histoire à l’aide d’une série de mots liés à un domaine donné
B utilisation d’images ou de sons
- associasion d’un mot avec son image mentale
2 utilisation des chevauchements sémantiques ou des liens entre les mots
- ex: recherche du lien entre les mots suivants: élection, vote, suffrage, scrutin
- rapprochement de la forme sonore du mot de L2 et d’un mot d’une autre langue et associasion avec une image mentale: “potage” en L2 associé à “pot de fleurs”
4 représentation des sons en mémoire
C révision efficace de la nouvelle information
- révision du vocabulaire à intervalles réguliers: toutes les 15 minutes, après une heure, après 3 heures, 1,2 ou 3 jours plus tard, ect
D utilisation des modes kinésiques ou tactiles
1 association des mots avec une sensation ou une expression physique
- gestes pour mimer des actions
- association des mots avec des sensations
- ex: fiche sur laquelle le mot est inscrit d’un côté et la définition de l’autre côté
4.3 Les stratégies cognitives (liées à la manipulation et à la transformation de l’information)
Catégorie Sous-catégorie Définition/exemple
A pratique 1 répétition - répétition silencieuse à partir de modèles émanant de locuteurs natifs
-transcriptions successives du même mot
2 pratique systématique des sons et des graphèmes
- perception des sons: prononciation, intonation -enregistrement d’un mot et comparaison phonologique avec le modèle
- copie de mots pour les comparer à leurs congénères en L1
- emploi de l’imagerie visuelle pour mémoriser
3 reconnaissance - production facilitée par l’emploi de formules et emploi de formule stéréotypées et de certaines structures utiles toutes faites: “tant pis”, “à bien tôt”, “je ne sais pas si ”, “je pense que ”
4 recombinaison - reconstruction d’un énoncé significatif en réorganisant les éléments connus
- emploi d’expressions connues dans une histoire inventée
B Réception et envoi de messages
- balayage du texte: recherche de l’information, comme le prix, le nom, le lieu, ect
- ex: dictionnaire, grammaire, encyclopédie, carte, plan
- élaboration d’hypothèses de signification à partir de règles connues
- découpage d’un mot en composantes significatives: racine et affixes
- analyse de certains éléments de la L2 (sons, mots) et comparaison avec la L1 ou une autre lanue connue ex: les congénères
4 traduction - emploi de la L1 comme base de compréhension et de production
5 transfert - utilisation des connaissances antérieures pour faciliter l’intégration d’éléments concrets en L2
D Structuration de l’apport langagier et de la production
1 prise de notes - recours à des énumérations, des diagrammes, des tableaux, ect., pour améliorer la compréhension
2 mise en évidence des éléments importants
- emploi de lettres majuscules, de soulignement, de caractères gras, ect
4.4 Les stratégies compensatoires (liées aux techniques permettant d’être
“fonctionnel” malgré des carences langagières)
Catégorie Sous-catégorie Définition/exemple
1 utilisation des indices contextuels linguistiques: internes et externes
- utilisation des indices internes du mot (les racines, les affixes, les congénères)
- utilisation des indices externes du texte (définitions, synonuymes, antonymes, exemples)
B compensation des carences en production orale et écrtite
- ex: “Je veux un “knife””
2 demande d’aide - exemples d’hésitation et demande d’aide: “Je l’ai ? (prise)”, “f ”(fauteuil) -exemple de demande explicite d’aide:
“Comment dit-on “staple” en franỗais?”
3 recours au mime et à la gestuelle
4 évitement de la communication (partiellement ou entièrement)
5 choix du sujet - utilisation du vocabulaire connu
- emploi de mots généralisants ou d’exemples
7 invention de - ex: switcheur, bibelotière mots
8 utilisation de synonymes, de périphrases ou de circonclusion
- ex de pộriphrase: “les garỗons et les filles” pour “les enfants”
- ex de circonclusion: un “tabouret” devient un siège sans dossier”
4.5 Les stratégies métacognitives (liées à la coordination du processus d’apprentissage)
Catégorie Sous-catégorie Définition/exemple
1.révision des nouveaux éléments afin de les rendre compréhensibles
- il s’agit de lier les nouveaux éléments à ce qui est déjà connu en faisant appel, par exemple, au vocabulaire du domaine concerné, aux règles grammaticales, ect
2 observation d’aspects spécifiques de la langue il s’agit de:
- se concentrer sur la tâche (rédaction d’une lettre par exemple);
- exercer une attention sélective et noter des détails particuliers (les actes de parole, la prononciation, ect.)
3 production différée après une période d’écoute
- il s’agit de favoriser une période silencieuse avant la production
B organisation et planification de l’apprentissage
1 recherche sur le fonctionnement de la langue
- discuter des problèmes d’apprentissage en classe
2 choix de conditions optimales d’apprentissage
- d’organiser son temps et son environnement de tenir son journal d’apprenant, ect
3 détermination d’objectifs exemples de résolutions:
- regarder la télévision en L2 tous les jours et d’apprentissage à court et à moyen terme lire un livre par semaine;
- s’inscire à un club social réunissant des locuteurs de L2
4 identification du but de la tâche à effectuer
- il peut s’agir d’une tâche de compréhension auditive, de compréhension de l’écrit, d’expression orale ou d’expression écrits
5 planification des éléments nécessaires à l’exécution d’une tâche dans une situation donnée
- décrire la tâche ou la situation;
-sélectionner les éléments linguistiques nécessaires à la réalisation de la tâche
6 recherche d’occasion d’utiliser la langue
- exemples d’occasions: voir des films, visiter le pays d’origine de la L2
C évaluation de la performance dans l’apprentissage
1 auto-correction - il s’agit d’identifier ses erreurs de compréhension et de production, et de tenter de les éliminer
2 auto-évaluation - il s’agit de constater son progrès en comparant, par exemple, son niveau actuel de compréhension à un niveau antérieur
4.6 Les stratégies affectives (liées aux émotions, aux attitudes et aux motivations)
Catégorie Sous-catégorie Définition/exemple
1 utilisation de techniques telles que la relaxation et la méditation
- il s’agit de se préparer à effectuer une tâche en L2 (se préparer à faire un exposé en L2, par exemple)
- il s’agit de contrer la nervosité
3 utilisation du rire - il s’agit de participer à des jeux de rôle
- il s’agit de s’encourager ou de se récompenser
- il s’agit d’admettre la possibilité de faire des erreurs
- il s’agit de regarder ses émissions de télévision préférées
C considération de ses émotions, attitudes et motivations
1 écoute de ses propres réactions
- il s’agit de mieux se connaợtre et se contrụler
2 utilisation d’une liste de contrôle
- il s’agit d’identifier ses émotions et ses attitudes face à la L2
- il s’agit d’évaluer les stratégies efficaces et moins efficaces
- il s’agit de faire part, à son professeur ou à ses pairs, de ses difficultés d’apprentissage de la L2
4.7 Les stratégies sociales (liées aux comportement face à autrui)
Catégorie Sous-catégorie Définition/exemple
1 demande de clarification ou de vérification
- exemple: voulez-vous répéter, je m’excuse mais je ne comprends pas, qu’est –ce que ỗa signifie?
- (plus utile en production orale et écrite qu’en comprehension)
- il s’agit d’interagir avec ses pairs dans une activité de simulation, jeu de rôle, résolution de problème, ect
2 coopération avec des apprenants plus avancés
- il s’agit de poser des questions et de faire de l’écoute active
C développement de l’empathie avec des
- il s’agit, par exemple, de participer à des discussions en classe sur les différences entre la culture de la L1 et celle de la L2 membres de communauté étrangère
2 éveil aux idées et aux sentiments des autres
- il s’agit de développer une meilleure compréhension des messages transmis par les autres, de leur faỗon de vivre, ect.
Conclusion partielle
Individual efforts significantly impact vocabulary acquisition through learning strategies Varied learning strategies can promote learner autonomy, while teachers play a crucial role in raising student awareness about these strategies and their effective implementation Therefore, educators can identify suitable strategies for their students Additionally, this chapter explores research on vocabulary teaching principles, semantic methods, and vocabulary instruction through various approaches, providing a theoretical reference for our case study in the following chapter titled: Teaching/Learning Vocabulary through Three French Textbooks in a Three-Year Curriculum in High Schools in Hai Duong.
ENSEIGNEMENT /APPRENTISSAGE DU VOCABULAIRE À TRAVERS LES TROIS MANUELS
DE FRANCAIS – CURCUS DE TROIS ANS – CAS DES LYCÉES À HAI DUONG
Ce chapitre présente notre étude de cas Il comprend des informations sur les manuels, le vocabulaire, le public, les techniques d'enquête, les procédés de collecte et d’analyse des données
1 Prộsentation des manuels de franỗais “Tiếng Phỏp 10”, “Tiếng Phỏp 11”, “Tiếng Phỏp 12” - Auteurs: NGUYỄN THỊ LIÊN, TRẦN HÙNG, PHẠM VĂN PHÚ - Édition : GIÁO DỤC, 2009
Language serves as a fundamental means of communication, and learning a language is essentially about mastering the art of communication The traditional approach, which primarily focuses on written language, is no longer suitable for effective learning The release of the three textbooks "Tiếng Pháp 10" marks a shift towards more practical and engaging methods of language acquisition.
"French 11" and "French 12" address the needs of teaching and learning French in high school, emphasizing the language's role in communication These three textbooks equip students with linguistic knowledge while also exploring various aspects of French society through their units and lessons.
Prenons un exemple: dans le manuel “Tiếng Pháp 10”, à la page 119, il s’agit d’une révision ó on demande aux élèves de réutiliser les structures de comparaison comme
The exercise cleverly incorporates geographical knowledge of France by comparing the heights of the Eiffel Tower (320m) and the Montparnasse Tower (210m), as well as the lengths of the Loire River (1012km) and the Seine River (776km) Students are tasked with using expressions of superiority and inferiority to compare these landmarks and natural features.
Mastering a single language skill is insufficient for effective communication in a foreign language; instead, one must develop comprehensive communication competence The resources provided in these textbooks enhance students' future work at a more advanced level, enabling them to explore a language vastly different from their own, such as Vietnamese These materials are designed using a communicative approach, which is currently popular and effective A common feature across the three books is that the selection of statements is grounded in the communicative function of the language, where linguistic tools serve the purpose of communication Illustrations and images are utilized to reinforce predetermined communication intentions, and these intentions are conveyed through various linguistic and extralinguistic means.
The new teaching method places the learner at the heart of the educational process, emphasizing their central role in teaching and learning This approach recognizes that the effectiveness of education relies not only on the teaching method but also on the students themselves, who bring their age, motivation, and psychological and physical characteristics into play Ultimately, the success of the teaching and learning process hinges on the dynamic interaction between the teacher, the learner, and the chosen method.
The target audience for "Tiếng Pháp 10," "Tiếng Pháp 11," and "Tiếng Pháp 12" consists of high school students aged 15 to 18, a period marked by significant physical and psychological changes At this age, students are often fragile and may not fully grasp the importance of learning However, they possess strong memory capabilities, which can greatly aid their acquisition of foreign languages, particularly vocabulary This allows them to retain a large number of words, even if they are not frequently used Therefore, when teaching French vocabulary, educators should leverage this characteristic to motivate students and foster a passion for the language Before initiating the teaching process, it is essential for teachers to understand their students’ physical and psychological traits, as well as their motivation, to effectively support their French language learning, keeping students at the center of the educational activities.
The French textbooks "Tiếng Pháp 10," "Tiếng Pháp 11," and "Tiếng Pháp 12" are lightweight and well-suited for the teaching and learning conditions in Vietnam The educational objective at this level is not only to cover selected content but also to equip learners with strategies to decode the meaning of French texts with confidence and success Additionally, these materials aim to enhance students' understanding of the internal mechanisms of the lexicon and the functioning of French vocabulary in context This foundational stage plays a crucial role in building the initial blocks of acquiring French as a foreign language The content and methods chosen by the authors are based on several key principles.
The selection of statements always considers the role of the foreign language as a means of communication Numerous speech acts form the core of the learning process, crafted according to the principles of the communicative approach These speech acts aim to facilitate the acquisition of authentic language across the four communicative competencies Linguistic resources are often connected to the communicative situation, with visuals such as drawings and images serving to express communication intentions.
Authors employ various linguistic methods to convey the same communication intent, enabling students to more easily identify real-life communication scenarios For instance, in Unit 11 of the textbook "Tiếng Pháp 11," under the section "Systematization and Practice," the authors provide multiple structures to express love and hate.
Je suis content Je suis heureux
Je suis satisfait Je suis ravi ầa me plaợt Ça m’est égal
Les structures, le lexique choisis par les auteurs se basent principalement alors sur le franỗais fondamental et les besoins rộels des apprennants
In addition to everyday dialogues, these manuals feature learning tables focused on grammar and vocabulary To enhance understanding and retention of grammatical rules and new words, the authors provide numerous grammar and vocabulary exercises They particularly aim to engage students by creating practical situations and incorporating a variety of games.
As second-year students learn French for the first time, the authors of the textbook "Tiếng Pháp 10" utilize Vietnamese instructions to facilitate their understanding and enhance their learning experience Once students acquire a foundational vocabulary, they are encouraged to independently decipher the meanings of new words Therefore, in the subsequent textbooks "Tiếng Pháp 11" and "Tiếng Pháp 12," French is used for explanations and instructions.
Structure des manuels
2.1 Structure du manuel “Tiếng Pháp 10”
Ce manuel se compose de seize unités dont quatre unités consacrées à la révision
"French 10" provides foundational knowledge for students, primarily beginners Each unit is titled to facilitate the teaching and learning of French The first page includes a preface for students, followed by a guide on how to use the textbook and explanations of abbreviations used throughout Additionally, there is an appendix featuring 16 units along with a bilingual glossary that lists words alphabetically with their meanings The final page contains a table of contents Despite the varying objectives of each unit, a common focus is placed on speech acts, regarded as the minimal unit of communication.
2.2 Structure du manuel “Tiếng Pháp 11”
Le manuel contient douze unités et après toutes les deux unités il y a une Révision
We no longer assign a title to each unit, as seen in "French 10," because first-year students already possess a solid foundation in the French language Instead, they should identify the objective of each unit through the exploration of its content.
2.3 Structure du manuel “Tiếng Pháp 12”
The latest textbook used in the French curriculum helps students who already have a good grasp of the language In their final year, it is essential for them to reinforce their knowledge and improve their skills This textbook aims to enhance not only reading comprehension but also oral and written expression through the use of authentic materials.
“Tiếng Phỏp 12” est structurộ d’une faỗon totalement diffộrente du “Tiếng Phỏp 10”, “Tiếng Pháp 11” Il y a seulement 9 unités dont trois unités conscracrées à la
To assist students in practicing and applying previously learned words and structures, the revision section includes various types of exercises Additionally, the end of the manual features a glossary that consolidates the terms learned throughout the academic year.
Structure de chaque unité
3.1 Structure d’une unité du manuel “Tiếng Pháp 10”
This manual is designed based on the principles of the communicative approach, focusing on speech acts Each unit consists of five sections, starting with the "Situation" section, which features short dialogues accompanied by illustrations to introduce speech acts Typically, there are two brief dialogues that present essential words, expressions, and basic structures.
The second part, known as "Systematization," plays a crucial role in consolidating and generalizing essential knowledge for grammar and vocabulary It introduces new words and expressions in context, while important grammatical rules are presented through remarks and summary tables These tables facilitate easy retention for students, enhancing their understanding of the material.
The third section is titled "Practice," which includes two types of exercises: linguistic exercises and communicative exercises Communicative exercises are connected to real or simulated communication situations and can be conducted in either oral or written form In contrast, linguistic exercises typically involve gap-filling, transformation, and substitution tasks.
La quatrième partie, c’est le “Texte”, on y trouve des dialogues, des textes destinés à réutiliser des connaissances acquises dans les parties précédentes
The final section, titled "One Step Further," features authentic documents such as photos, drawings, songs, poems, and games This allows students to enhance their linguistic and socio-cultural knowledge, providing a richer learning experience.
Each unit is structured into five interconnected sections that collectively enhance communication skills Each section is regarded as a vital link in a logical chain, contributing to a cohesive learning experience.
3.2 Structure d’une unité du manuel “Tiếng Pháp 11”
Le manuel “Tiếng Pháp 11” est le prolonge ment de celui de “Tiếng Pháp 10” Pourtant, il existe des petites différences en matière de conception manuel par rapport à
“Tiếng Phỏp 10”, mais la faỗon de traiter une unitộ d’enseignement ne change pas beaucoup Chaque unité comprend quatre parties: Situation; Systématisation et pratique;
Texte et Un pas de plus
La première partie se compose des images des dialogues un peu plus difficiles que ceux de “Tiếng Pháp 10” Les situations communicatives sont très proches de la vie quotidienne
The second part summarizes key lexical and grammatical phenomena, as well as speech acts that students use to achieve their communication goals Following this, practical exercises are provided, which can be either linguistic or communicative Linguistic exercises typically include fill-in-the-blank tasks, substitutions, or transformations, while communicative exercises are based on authentic or artificial situations and are presented in both oral and written formats.
The third section consists of written texts and dialogues that closely relate to communicative situations and phenomena previously studied Through these texts and dialogues, students are encouraged to create their own scenarios in various real-life communicative contexts As reading comprehension is the ultimate goal of the curriculum, the "Tiếng Pháp 11" manual aims to balance both oral and written expression The texts and dialogues in the "Situations" section are repurposed for enhancing reading comprehension.
3.3 Structure d’une unité du manuel “Tiếng Pháp 12”
"French 12" primarily focuses on reading comprehension, distinguishing its structure from the "French 10" and "French 11" textbooks Each unit features authentic documents, often accompanied by images and illustrations Typically, two written documents are provided and utilized in a specific sequence.
In this section, general questions are posed to gain an overall understanding of the document Students conduct a skimming reading, examine the images, and seek to answer the questions This skimming process helps them grasp the main idea of the document through its structure.
The second part of the lesson includes "Words to Express It" and "Structures." This section aims to introduce students to new vocabulary, expressions, and grammatical structures derived from documents relevant to the established themes and linguistic objectives With the teacher's guidance, students will explore and grasp the meanings and uses of these new words.
To enhance their critical thinking skills, practical exercises will build upon previously acquired knowledge, leading to the introduction of new linguistic elements Students can prepare for this section in advance by reviewing the meanings of new words in the "Glossary" at the end of the textbook.
Les auteurs y donnent aussi des connaissances de la culture et de la civilisation franỗaises
The third section consists of questions designed to thoroughly explore the documents After studying new vocabulary and constructions, high school students should reread the text multiple times to fully grasp its content It is advisable for them to answer questions regarding the text, specifically focusing on who is doing what, where, and how.
In this final section, we offer a variety of exercises designed to help students effectively reuse the vocabulary and structures they have learned, aligned with the linguistic and communicative goals of each unit These activities are conducted under the guidance of the teacher.
Ces quatre parties constituent la démarche pédagogique principale pour découvrir un document On doit suivre ces étapes pour bien comprendre le texte et des problèmes lexicaux et grammaticaux
Les unités de “Révision” se composent souvent des exercices destinés à consolider les connaissances thộoriques apprises des ộlốves au cours des leỗons prộcộdentes
In summary, "French 10," "French 11," and "French 12" provide students with fundamental knowledge of the French language, including grammar, vocabulary, phonetics, and socio-cultural insights about France These resources are essential tools for learning French effectively.
Enseignement du vocabulaire dans les manuels “Tiếng Pháp 10”, “Tiếng Pháp 11”, “Tiếng Pháp 12”
For the past two decades, these textbooks have become widely used among high school students in Vietnam As a French teacher, we have identified several issues related to the content and teaching methods, particularly concerning the lexical content In this thesis, we will focus on presenting only the most relevant aspects of these challenges.
4.1.1 Utilisation efficace des moyens de sémantisation
The choice of semanticization method depends on the linguistic nature of the word, language level, and age of learners Considering our target audience comprises students aged 15 to 18, who are dynamic and sensitive, they possess a good capacity for analysis and generalization Therefore, it is essential to opt for simpler and less tedious semanticization methods to facilitate their vocabulary acquisition This approach is crucial, as discouragement may lead them to feel incapable of learning a language.
Nous constatons que les manuels “Tiếng Pháp 10”, “Tiếng Pháp 11”, “Tiếng Pháp 12” ont proposé les moyens de sémantisation très appropriés aux caractéristiques des élèves
"Tiếng Phỏp 10" is designed for students aged fifteen to sixteen who are learning French as a foreign language for the first time As one of many subjects in high school, including literature, math, history, chemistry, biology, and physics, students cannot fully dedicate themselves to French Therefore, second-year students expect a straightforward teaching approach and acceptable content in their French lessons.
For beginners, using their native language is essential due to their limited language proficiency They may struggle to grasp the meanings of new words or instructions immediately Therefore, it is beneficial to provide instructions in Vietnamese to facilitate their understanding.
Prenons l’exemple de l’unité 11 dans “Tiếng Pháp 10”, à la partie
“Systématisation”, le vocabulaire est sémantisé en langue maternelle:
Les couleurs trắng đen xanh lơ đỏ blanc noir bleu rouge blanche noire bleue rouge vàng xanh lá cây nâu jaune vert marron jaune verte marron
4.1.1.2.Utilisation de la langue étrangère
By having a solid vocabulary foundation, students can effectively decipher the meanings of new words This is why authors have begun to incorporate French explanations for new terms in the textbooks "Tiếng Pháp 11" and "Tiếng Pháp 12." New words are presented within the context of familiar terms, constructed according to the grammatical rules that have been studied.
Exemple : À l’unitộ 1, dans “Tiếng Phỏp 12”, à la partie ô Dộcouvertes ằ, page 15 Pour introduire le verbe ô dộpendre ằ, on le situe sans un contexte :
Dépendre de : Si tu travailles bien, tu auras de bons résultats ; si tu travailles mal, tu auras de mauvaises notes Les résultats dépendent de ton travail
In Unit 1 of French 12, specifically in the Discoveries section on page 15, students are encouraged to deduce the meanings of verbs by utilizing their acquired vocabulary This method not only aids in vocabulary revision but also facilitates easier memorization of new words.
Dans certain cas, les auteurs utilisent la synonymie et l’antonymie pour dégager le sens du mot
Exemple : Faire un usage : utiliser
Faire un meilleur usage : bien utiliser
Redécouvrir : découvrir, trouver de nouveau Les élèves comprennent mieux le sens des mots nouveaux grâce aux synonymes et antonymes
Illustrations and images are frequently utilized in the three textbooks, proving to be highly beneficial They enable comprehension of concepts without the need for translation.
In Unit 3 of the "Tiếng Phỏp 10" manual, the authors provide images to assist students in understanding the meanings of prepositions These visual aids are designed to enhance comprehension and facilitate effective learning of these important grammatical elements.
- À l’unité 2 dans le manuel “Tiếng Pháp 11”, les élèves peuvent acquérir les mots nouveaux grâce aux dessins suivants :
En été en automne en hivers au printemps
In Unit 1 of the "Tiếng Phỏp 12" manual, the structure for expressing physical discomfort is introduced through sentences accompanied by illustrations, allowing students to infer the meanings of body parts such as head, throat, leg, stomach, arm, teeth, eyes, and knees At this stage, students can easily guess the meanings of the vocabulary presented through images, without needing teacher explanations or prior knowledge During the lesson, it becomes evident that they enjoy learning new words through visuals, which energizes the class and fosters active participation.
In comparison to other communicative approach textbooks from the 1980s, such as Alouette (Hatier 1983), Orange (Hachette, 1982), and Cartes sur la table (Hachette, 1982), the quality of images in these French manuals is rather mediocre They fail to engage students effectively, lacking the ability to spark joy and passion for discovery in their learning experience.
Tables are also included in these textbooks, helping learners retain key elements from each unit They are often highlighted, particularly for new structures and expressions.
Exemple : À l’unité 13, dans le manuel “Tiếng Pháp 10”, on utilise le tableau pour présenter la conjugaison et l’utilisation du verbe “prendre”
Il (elle) prend de la salade Nous prenons de la bière
Il (elles) prennent À l’aide de ce tableau, on peut présenter à la fois la conjugaison du verbe “prendre” et son emploi avec des articles partitifs
Et voici un autre exemple, à l’unité 4, dans le manuel “Tiếng Pháp 11”
J’ Tu Il/elle/on Nous Vous Ils/elles Être étais étais était étions étiez étaient
Avoir avais avais avait avions aviez avaient
En conclusion, jusqu’à maintenant, la langue maternelle, la langue étrangère, les images et les tableaux sont les moyens les plus usuels et efficaces dans l’enseignement du vocabulaire aux lycéens
Nous pouvons aisément trouver dans ces manuels des situations de communication bien différentes Pourtant, il existe un point commun, c’est la convergence vers l’objectif visé
Prenons le cas de l’unité 3 “Où” dans le manuel “Tiếng Pháp 10”:
Comme nous le savons, l’objectif de cette unitộ est d’apprendre aux ộlốves la faỗon de situer les objets dans l’espace en répondant aux questions avec l’adverbe interrogatif “ó”
Le professeur doit faire comprendre les trois situations
In a cozy bedroom, a conversation unfolds between a brother and his younger sister as she searches for the French-Vietnamese dictionary Eager to find it, she asks her brother where it might be located.
- Situation 2: Le dialogue se passe entre deux amis (Jacques et Anne) dans le métro Anne veut savoir ó le cinéma Rex se trouve
In a bustling city street, a traveler approaches a local resident seeking directions to the train station Unfamiliar with the area, the traveler asks for guidance, highlighting the importance of local knowledge for navigating urban landscapes The interaction emphasizes the significance of communication between visitors and locals, showcasing how simple inquiries can enhance travel experiences.
Il est facile de constater l’apparition des questions avec “ó”:
- Tu sais ó il est? (situation 1)
- Où est la gare? (situation 3)
The article highlights a singular objective accompanied by various situations and a single interrogative word, "ó," which introduces four distinct questions This diversity enables students to grasp vocabulary within the context of their entire linguistic environment.
The concentric principle in the communicative approach is effectively implemented in these three manuals, both in terms of situational context and linguistic resources This means that the same communication intent is conveyed through various linguistic means.
Exemple: Pour expliquer le contentement, on peut utiliser les phrases différentes:
- ầa me plaợt (Unitộ 11 - “Tiếng Phỏp 11”)
Et voilà un autre exemple de l’unité 4 dans le manuel “Tiếng Pháp 12” à la partie
Pour interdire (rappel et la suite) a) Tu vois et tu entends:
- Tu ne dois pas fumer
- Vous ne devez pas fumer!
- Je vous interdis de fumer!
- Il ne faut pas fumer! b) Tu vois et tu lis:
Tableau récapitulatif du contenu lexical des manuels
Nous présentons ici le tableau récapitulatif pour donner une vue global sur le contenu lexical présenté dans les trois manuels:
Tiếng Pháp 10 Tiếng Pháp 11 Tiếng Pháp 12
2 Titre de la leỗon Avec titre de la leỗon
Pas de titre de la leỗon
Pas de titre de la leỗon
3 Langue des consignes vietnamienne franỗaise franỗaise
I: Situations II: Systématisation III: Pratique IV: Texte V: Un pas de plus
I: Situations II: Systématisati- on et pratique
III: Texte IV: Un pas de
II: Découvertes III: Compréhen- sion détaillée plus IV: Exercices de réemploi
- Répondre à cette demande (accord, déaccord, hésitation)
- exprimer la douleur, la maladie
- Se présenter et présenter quelqu’un
- Demander et exprimer la position
Réviser les contenus de l’Unité 1 et de Unité 2
Réviser les contenus de l’Unité 1 et de Unité 2
Réviser les contenus de l’Unité 1, Unité 2 et Unité 3
- Demander l’opinion de quelqu’un
- Interdire quelqu’un de faire queque chose
- Décrire quelqu’un avec ses vêtements
- Apprécier quelqu’un ou queque chose
- Décrire un état, exprimer une habitude dans le passée
HEURE EST-IL? RÉVISION RÉVISION
Réviser les contenus de Unité 4 et 5
Réviser les contenus de Unité 4 et 5
- Comprendre les règlement du lycée, les règles des jeux, les codes routiers et les panneaux
- Demander à quelqu’un de faire queque chose
- Accepter ou refuser une demande
- exprimer un fait qui a eu lieu avant un autre fait passé
Réviser les contenus de l’Unité 5, Unité 6 et Unité 7
- exprimer un fait soumis à une condition, un fait hypothétique désirs, des rêves - Exprimer un fait achevé du passé
- Réviser les contenus de l’Unité 7 et de l’Unité 8
- Réviser les contenus de l’Unité 7 et de l’Unité 8
- Exprimer un événement qui se passe dans le passé et dans le futur
- Parler des désirs, des volontés, des projets
- Réviser les contenus de Unité 9, 10 et 11
- Réviser les contenus de Unité 10 et 11
Présentation de l’enquête
The survey serves as a key tool for shaping information through the observation of responses to a set of questions posed to a targeted audience We selected this method as the central approach for our research Our surveys were conducted with 200 high school students enrolled in French as a Foreign Language (FLE) classes within a three-year curriculum during the academic year.
2009-2010 et de l’autre côté, auprès de 8 enseignants de 04 lycées : Hà Bắc; Thanh Miện; Nam Sách; Đồng Gia à Hai Duong
Ce sont les précisions des enquêtes :
- Auprès des lycéens : Sur les 250 fiches de questionnaire distribuées, nous en avons reỗu 200 au retour dont :
Lycộe Fiches de questionnaires reỗues Classe
The surveyed high school students were born and raised in rural areas, where most of their parents work as farmers or laborers These parents work hard to make a living, leaving them little time to support their children Additionally, the educational level of these parents is often quite low, limiting their ability to assist their children academically or provide guidance in their studies.
Students in rural areas face significantly different study conditions compared to their urban counterparts They often have limited time for studying, as many must help with household chores or assist their parents with agricultural work after classes Additionally, due to their families' low socioeconomic status, they frequently lack essential school supplies such as books, notebooks, and pens.
De plus, beaucoup d’entre eux sont obligộs d’apprendre le franỗais par l’administration et non par leur choix Ils ne sont pas alors très motivés dans l’apprentissage
- Auprès des enseignants : Sur les 12 fiches de questionnaires distribuées, nous en avons reỗu 08 au retour dont :
Lycée Nombre des enseignants Niveau de formation Ancienneté
Lycée Hà Bắc 01 Universitaire 5 ans
Lycée Thanh Miện 02 Universitaires 3 ans/ 12 ans
Lycée Nam Sách 02 Universitaires 4 ans / 15 ans
Lycée Đồng Gia 03 Universitaires 2 ans/ 7 ans/ 9 ans
The French teaching staff at high schools in Hai Duong consists of eight members, seven of whom are women Their average age ranges from 25 to 45 years All teachers are married and have children, balancing family responsibilities with their professional duties However, they have limited teaching hours at the high schools, and due to low salaries, they often need to take on additional work to support their families.
The French departments of foreign language schools, such as E.S.L.E – U.N in Hanoi, E.N.S in Hue, and E.N.S in Vinh, have trained educators to teach French at the high school level These institutions effectively prepare their graduates to adapt to various methodologies in French language instruction.
Despite their low salaries, they are dedicated and energetic in their work They enjoy learning from one another to enhance their professional skills Passionate about teaching, they have a fondness for children and are committed to sharing their knowledge with their students.
In summary, these surveys aim to assess the state of French vocabulary teaching in high schools and to identify the challenges faced during the vocabulary acquisition process Factors such as students' life conditions, psychology, and educational background may be crucial for our research findings.
Enquête auprès des élèves et des enseignants
Our survey of students includes both closed and open-ended questions For the closed questions, students simply select an appropriate answer by marking the corresponding box To enhance understanding and assist students in making informed choices, we have provided instructions in Vietnamese Most of the questions focus on learning strategies.
The open-ended questions are directed at teachers responsible for French classes in the three-year curriculum They focus on five key areas: strategies for helping students develop their vocabulary, factors that differentiate strong and weak vocabulary learners, feedback on vocabulary content in the textbooks “Tiếng Pháp 10,” “Tiếng Pháp 11,” and “Tiếng Pháp 12,” commonly used vocabulary teaching strategies, and suggestions for improving vocabulary instruction and learning in high schools This survey aims to gather objective and accurate information regarding the effectiveness of French vocabulary teaching methods in high schools in Hai Duong.
Le procédé de collecte des données
At the end of May 2010, the distribution of questions took place, coinciding with the conclusion of the 2009-2010 school year Students had just completed their French studies, providing them with a comprehensive understanding of the language and its vocabulary Similarly, teachers were able to draw relevant conclusions regarding the strengths and weaknesses of the French language curriculum.
9 Le procédé d’analyse des résultats
After collecting the data, the results were compiled We will utilize a quantitative analysis of student questionnaire responses, calculating each learning strategy response as a percentage For the teacher interview responses, we will list and evaluate them qualitatively based on their frequency of occurrence.
This chapter outlines our case study, detailing the manuals, vocabulary, target audience, and research techniques employed It provides a comprehensive description of the data collection and analysis processes, highlighting the successive steps taken In the following chapter, we will present the survey results and the methodological recommendations derived from them.
Chapitre 3 : RÉSULTATS OBTENUS ET PROPOSITIONS PÉDAGOGIQUES
In the third chapter of our thesis, we focus on fieldwork, analyzing surveys conducted with teachers and students in FLE classes in Hai Duong This section is crucial as it presents the survey results and our educational proposals.
1 Analyse et interprétation des résultats
After collecting the data, the questionnaire results were compiled Each response related to the learning strategy is calculated as a percentage The results from the teachers' responses are organized and assessed based on their frequency of use.
According to Table 1, most students frequently learn new words by revising them multiple times At this age, their vivid imagination allows many to create mental images of a word's meaning Additionally, over one-third of students connect words to personal experiences However, 62.5% of high school students never use gestures or drawings to enhance their memorization of words.
A1 le classer en fréquence d’utilisation (souvent, parfois, jamais )
A2 Le classer en groupe de mots pour apprendre 47.5% 47.5% 5% 16%
A3 Faire une image mentale du sens du mot 20% 37.5% 42.5% 31%
A5 Faire des gestes en apprenant le mot 62.5% 25% 12.5% 13%
A6 Le dessiner pour faciliter la mémorisation 62.5% 25% 12.5% 7%
A7 Faire une image mentale de la forme du mot 47.5% 37.5% 15% 8%
A8 Attacher le mot à une expérience personnelle 25% 42.5% 32.5% 5%
Presque la motié ne classe pas les mots en fonction de fréquence d’utilisation (souvent, parfois, jamais )(A1) ni en groupe des mots (A2) pour apprendre des mots
Plus des 40% des lyéens font des images mentales du sens des mots nouveaux (A3) et ils apprécient la plus cette stratégie d’apprentissage parmi les stratégies mnémoniques
Most individuals review vocabulary multiple times, while only 12.5% engage in actions like gestures or drawing to enhance their memorization and grasp the meanings of new words.
Peu d’élèves ont l’habitude de faire une image mentale de la forme du mot (A7)
Un tiers attache fréquemment le mot à une expérience personnelle afin d’apprendre les mots (A8)
Ils jugent bonnes à la fois la classification, la révision plusieurs fois et l’attachement du mot à une expérience personnelle dans l’apprentissage du vocabulaire
B1 Répéter le mot en le lisant 5% 30% 65% 6%
B3 Faire une liste des mots nouveaux 15% 37.5% 47.5.% 2%
B4 Le noter dans une morceau de papier 12.5% 37.5% 50% 2%
B5 Noter, souligner ou retracer le mot 7.5% 30% 62.5% 13%
B6 Mettre une enseigne sur les objets 72.5% 25% 2.5% 1%
B7 Noter le mot dans un carnet de notes 12.5% 25% 62.5% 22%
Le consulter dans un dictionnaire franỗais- vietnamien
B9 Utiliser un dictionnaire vietnamien –franỗais 5% 17.5% 77.5% 19%
B10 Utiliser un dictionnaire franỗais –franỗais 60% 22.5% 17.5% 1%
B11 Chercher la partie du mot connu 12.5% 42.5% 45% 1%
B12 Faire des dialogues en utilisant le mot 42.5% 37.5% 20% 2%
Revisiting vocabulary through repetition may seem outdated in the context of communicative teaching methods (B2), yet a bilingual dictionary remains essential for language learners (B8, B9) Notably, these two practices account for 77.5% of effective language acquisition strategies.
The frequency of repeating a word while reading is crucial for vocabulary retention, with 65% of learners emphasizing this method Additionally, 62.5% of individuals find it beneficial to write, underline, or trace words, while the same percentage applies to those who record words in a vocabulary book Notably, 50% of learners prefer jotting down new words on paper, and nearly half of the participants enhance their vocabulary by frequently creating lists of new words.
Many people turn to French-Vietnamese dictionaries to explore the meanings of words, and they also appreciate Vietnamese-French dictionaries However, the frequency of using bilingual dictionaries is significantly higher than that of monolingual ones.
Almost half of the students often infer the meaning of a word by identifying familiar parts of it This is true for one-fifth of the students who frequently engage in dialogues using the new vocabulary.
En général, la proportion d’utilisation des stratégies cognitives est la plus élevée dans la série des stratégies d’apprentissage du vocabulaire présentées dans la présente recherche
Chercher le sens du mot à travers ses synonymes, antonymes, à travers les exemples, images, gestes dans le contexte
Mémoriser les mots dérivés en apprenant les suffixes et des affixes (im-,un-,-able)
C3 Faire une définition personnelle de ce mot 25% 50% 25% 10%
C4 Mémoriser les mots avant ou après ce mot 35% 47.5% 17.5% 5%
C5 Apprendre le mot en l’épelant 27.5% 30% 42.5% 0%
C6 Apprendre la prononciation du mot 10% 32.5% 57.5% 10%
C7 Parler à haute voix le mot 22.5% 32.5% 45% 25%
C8 Mémoriser la nature du mot pour faire des phrases 7.5% 35% 57.5% 10%
A propos des stratégies compensatoires, plus de la moitié apprennnent le vocabulaire à travers la pronciation du mot (C6) et font des phrases en memorisant la nature du mot nouveau (C8)
Nearly one-third of learners often remember derived words by studying suffixes and affixes such as (im-, un-, -able) Occasionally, 50% of students create a personal definition for new words Almost half of the learners sometimes memorize words before or after vocabulary acquisition.
Presque la moitié apprend le mot en l’épelant, mais aucun élève n’apprécie cette stratégie (C5) Ils jugent bonne celle de parler à haute voix le mot (25%)(C7), et particulièrement
“chercher le sens du mot à travers ses synonymes, antonymes, à travers les exemples, images, gestes dans le contexte” aittire beaucoup leur attention (30%) (C1)
Relier ce mot aux autres mots du même sujet ou domaine pour apprendre
Apprendre le franỗais à travers la presse et média (chansons, films, internet )
Faire des exercices de vocabulaire pour s’autoévaluer
D4 Faire une phrase avec ce mot 22.5% 55% 22.5% 5%
D5 Faire une paragraphe avec ce mot 2.5% 70% 27.5% 5%
Chercher des erreurs dans son apprentissage du vocabulaire - évaluer - tirer des expériences
Metacognitive strategies provide insights into high school students' autonomy in vocabulary learning One effective strategy, "Connect this word to other words in the same subject or field to learn," is utilized by approximately one-fifth of the students.
Il n’y a que 5% des opinions favorables à cela La plupart apprennent parfois le franỗais à travers la presse et média (chansons, films, internet )(D2) Cette stratégie est le plus appréciée par les lycéens
The D3 and D6 strategies demonstrate a commendable level of autonomy in learning Over half of the learners occasionally engage in vocabulary exercises, actively seek out errors in their vocabulary acquisition, self-assess their progress, and draw insights from their experiences in learning new words.
To effectively memorize new words, between 55% and 70% of high school students occasionally place them in context by using them in a sentence or paragraph This indicates their awareness of the role context plays in learning French vocabulary However, only over 20% of students consistently apply this method.
E1 Apprendre en créant des jeux de rôle 12.5% 65% 22.5% 50%
Regarder les programmes de télé préférés
Exprimer vos difficultés dans l’apprentissage du vocabulaire avec vosamis, vos parents
A travers les résultats des stratégies affectives, il semble que les élèves manquent d’occasions, d’ apprendre le vocabulaire en créant les jeux de rôle (E1)
Même s’il y a des programmes attirant leurs attention, seulement 12.5% d’entre eux regardent souvent les programmes intéressants contre 10% qui le font parfois Plus de deux tiers n’y intéressent pas.(E2)
4/5 ộlốves sont motivộs pour le franỗais grõce à des amis et à leur famille (E3) Ils partagent des difficultés afin de bénéficier des conseils dans leur apprentissage du vocabulaire avec eux
La fréquence d’utilisation Estimations (ne) jamais parfois souvent
F1 Demander au professeur le sens du mot 7.5% 42.5% 50% 22.5%
F2 Demander aux amis le sens du mot 2.5% 25% 72.5% 17.5%
Apprendre le vocabulaire avec des amis
Demander au professeur la définition du sens du mot
Conclusion partielle
This chapter outlines our case study, detailing the manuals, vocabulary, target audience, and research techniques used It provides an in-depth description of the data collection and analysis processes, highlighting the successive steps involved In the following chapter, we will present the survey results and the methodological proposals that arise from them.
ANALYSE DES RÉSULTATS DE L’ENQUÊTE ET
In the third chapter of our thesis, we focus on fieldwork, analyzing surveys conducted with teachers and students in FLE classes in Hai Duong This section is crucial as it presents the survey results and our pedagogical proposals.
1 Analyse et interprétation des résultats
After data collection, the results from the questionnaires were compiled Each response related to the learning strategy was calculated as a percentage, while the teachers' responses were categorized and assessed based on their frequency of use.
According to Table 1 below, most students frequently learn new words by revising them multiple times At this age, their vivid imagination allows many students to create mental images of a word's meaning Over one-third of students associate words with personal experiences However, 62.5% of high school students never use gestures or drawings to enhance their memorization of words.
A1 le classer en fréquence d’utilisation (souvent, parfois, jamais )
A2 Le classer en groupe de mots pour apprendre 47.5% 47.5% 5% 16%
A3 Faire une image mentale du sens du mot 20% 37.5% 42.5% 31%
A5 Faire des gestes en apprenant le mot 62.5% 25% 12.5% 13%
A6 Le dessiner pour faciliter la mémorisation 62.5% 25% 12.5% 7%
A7 Faire une image mentale de la forme du mot 47.5% 37.5% 15% 8%
A8 Attacher le mot à une expérience personnelle 25% 42.5% 32.5% 5%
Presque la motié ne classe pas les mots en fonction de fréquence d’utilisation (souvent, parfois, jamais )(A1) ni en groupe des mots (A2) pour apprendre des mots
Plus des 40% des lyéens font des images mentales du sens des mots nouveaux (A3) et ils apprécient la plus cette stratégie d’apprentissage parmi les stratégies mnémoniques
Most people revise words multiple times, while only 12.5% engage in actions while learning new vocabulary and use drawing techniques to enhance memory retention.
Peu d’élèves ont l’habitude de faire une image mentale de la forme du mot (A7)
Un tiers attache fréquemment le mot à une expérience personnelle afin d’apprendre les mots (A8)
Ils jugent bonnes à la fois la classification, la révision plusieurs fois et l’attachement du mot à une expérience personnelle dans l’apprentissage du vocabulaire
B1 Répéter le mot en le lisant 5% 30% 65% 6%
B3 Faire une liste des mots nouveaux 15% 37.5% 47.5.% 2%
B4 Le noter dans une morceau de papier 12.5% 37.5% 50% 2%
B5 Noter, souligner ou retracer le mot 7.5% 30% 62.5% 13%
B6 Mettre une enseigne sur les objets 72.5% 25% 2.5% 1%
B7 Noter le mot dans un carnet de notes 12.5% 25% 62.5% 22%
Le consulter dans un dictionnaire franỗais- vietnamien
B9 Utiliser un dictionnaire vietnamien –franỗais 5% 17.5% 77.5% 19%
B10 Utiliser un dictionnaire franỗais –franỗais 60% 22.5% 17.5% 1%
B11 Chercher la partie du mot connu 12.5% 42.5% 45% 1%
B12 Faire des dialogues en utilisant le mot 42.5% 37.5% 20% 2%
Revisiting vocabulary through repetitive writing may seem outdated in the context of communicative language teaching (B2), yet a bilingual dictionary remains essential for learners of a new language (B8, B9) This highlights that 77.5% of language learners still rely on these traditional methods.
The frequency of repeating a word while reading is crucial, with 65% of learners emphasizing its importance (B1) Additionally, 62.5% find it helpful to write, underline, or trace the word (B5), while the same percentage notes the value of recording words in a vocabulary book (B7) Furthermore, 50% prefer jotting down words on a piece of paper (B4) Nearly half of the learners enhance their vocabulary by frequently creating lists of new words (B3).
Many people turn to a French-Vietnamese dictionary to explore the meaning of words, and they also appreciate the Vietnamese-French dictionary However, the frequency of using a bilingual dictionary is significantly higher than that of a monolingual one.
Almost half of the students often deduce the meaning of a word by identifying familiar parts of it This is true for about one-fifth of the students who frequently engage in dialogues using new vocabulary.
En général, la proportion d’utilisation des stratégies cognitives est la plus élevée dans la série des stratégies d’apprentissage du vocabulaire présentées dans la présente recherche
Chercher le sens du mot à travers ses synonymes, antonymes, à travers les exemples, images, gestes dans le contexte
Mémoriser les mots dérivés en apprenant les suffixes et des affixes (im-,un-,-able)
C3 Faire une définition personnelle de ce mot 25% 50% 25% 10%
C4 Mémoriser les mots avant ou après ce mot 35% 47.5% 17.5% 5%
C5 Apprendre le mot en l’épelant 27.5% 30% 42.5% 0%
C6 Apprendre la prononciation du mot 10% 32.5% 57.5% 10%
C7 Parler à haute voix le mot 22.5% 32.5% 45% 25%
C8 Mémoriser la nature du mot pour faire des phrases 7.5% 35% 57.5% 10%
A propos des stratégies compensatoires, plus de la moitié apprennnent le vocabulaire à travers la pronciation du mot (C6) et font des phrases en memorisant la nature du mot nouveau (C8)
Nearly one-third of learners often remember derived words by studying suffixes and affixes such as (im-, un-, -able) Occasionally, 50% of students create their own definitions for new words Almost half of the learners sometimes memorize words before or after vocabulary lessons.
Presque la moitié apprend le mot en l’épelant, mais aucun élève n’apprécie cette stratégie (C5) Ils jugent bonne celle de parler à haute voix le mot (25%)(C7), et particulièrement
“chercher le sens du mot à travers ses synonymes, antonymes, à travers les exemples, images, gestes dans le contexte” aittire beaucoup leur attention (30%) (C1)
Relier ce mot aux autres mots du même sujet ou domaine pour apprendre
Apprendre le franỗais à travers la presse et média (chansons, films, internet )
Faire des exercices de vocabulaire pour s’autoévaluer
D4 Faire une phrase avec ce mot 22.5% 55% 22.5% 5%
D5 Faire une paragraphe avec ce mot 2.5% 70% 27.5% 5%
Chercher des erreurs dans son apprentissage du vocabulaire - évaluer - tirer des expériences
Metacognitive strategies provide insights into high school students' autonomy in vocabulary learning One effective strategy, "Connecting this word to other words in the same subject or field to learn," is utilized by approximately one-fifth of the students.
Il n’y a que 5% des opinions favorables à cela La plupart apprennent parfois le franỗais à travers la presse et média (chansons, films, internet )(D2) Cette stratégie est le plus appréciée par les lycéens
The D3 and D6 strategies demonstrate a commendable level of autonomy in learning Over half of the learners occasionally engage in vocabulary exercises, actively seek out errors in their vocabulary acquisition, self-assess their progress, and draw insights from their experiences in learning new words.
To effectively memorize new words, between 55% and 70% of high school students occasionally place them in context by creating a sentence or a paragraph This indicates their awareness of the role context plays in learning French vocabulary However, only over 20% of students do this frequently.
E1 Apprendre en créant des jeux de rôle 12.5% 65% 22.5% 50%
Regarder les programmes de télé préférés
Exprimer vos difficultés dans l’apprentissage du vocabulaire avec vosamis, vos parents
A travers les résultats des stratégies affectives, il semble que les élèves manquent d’occasions, d’ apprendre le vocabulaire en créant les jeux de rôle (E1)
Même s’il y a des programmes attirant leurs attention, seulement 12.5% d’entre eux regardent souvent les programmes intéressants contre 10% qui le font parfois Plus de deux tiers n’y intéressent pas.(E2)
4/5 ộlốves sont motivộs pour le franỗais grõce à des amis et à leur famille (E3) Ils partagent des difficultés afin de bénéficier des conseils dans leur apprentissage du vocabulaire avec eux
La fréquence d’utilisation Estimations (ne) jamais parfois souvent
F1 Demander au professeur le sens du mot 7.5% 42.5% 50% 22.5%
F2 Demander aux amis le sens du mot 2.5% 25% 72.5% 17.5%
Apprendre le vocabulaire avec des amis
Demander au professeur la définition du sens du mot
Most students engage in exchanges with their peers, as nearly half do so occasionally, while 45% participate frequently These interactions are crucial for learning a foreign language, indicating a positive trend in the overall development of students' skills and particularly in their vocabulary acquisition.
La moitié demande souvent au professeur le sens du mot(F2); 2/5 le font parfois
On trouve ici le rôle très important du professeur dans l’enseignement du vocabulaire Ses explications récentes, concrètes aident les élèves beaucoup dans le processus d’apprentissage des mots
For the past decade, a French specialist has been invited annually to Hai Duong to assist students in learning the French language, providing them with valuable exposure to native speakers While some students interested in French seek additional opportunities to practice, statistics show that only 45% occasionally converse with French speakers, and a mere 5% engage in regular practice Unfortunately, over half of the students (51%) do not take advantage of these opportunities.
1.7 Analyse de l’entretien auprès des enseignants
The responses to the initial research question indicate a common trend among teachers, with 7 out of 8 expressing a continuous effort to raise awareness of vocabulary learning techniques among students However, they acknowledge that they have primarily taught these strategies in isolation rather than systematically Additionally, a significant limitation is their struggle to instill motivation in students for learning vocabulary outside the classroom.
