Luận án tiến sĩ enseignement du français commercial dans des écoles supérieures d’économie au vietnam représentations et propositions d’amélioration

CADRE THÉORIQUE

Our thesis aims to identify the perceptions of students and teachers regarding the teaching of commercial French in higher education institutions in Vietnam First, we will examine the theory of social representation, which serves as a crucial theoretical foundation for our study Secondly, we will clarify the methodological principles of teaching French for specific purposes to establish a theoretical reference for the instruction of commercial French.

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com

THÉORIE DE LA REPRÉSENTATION SOCIALE

Clarification du concept

1.1.1 Historique du concept et définition du dictionnaire

The concept of social representation originated with French sociologist David Emile Durkheim (1858-1917), who, in the late 19th century, explored individual and collective representations through the study of religions and myths Durkheim distinguished between these representations by considering their interrelationships (Durkheim, 1898).

The relationship between the individual and the collective has been a significant topic of debate in the scientific community, with Moscovici being the first to introduce the concept of social representation in his 1961 thesis, "Psychoanalysis, Its Image and Its Public: A Study of the Social Representation of Psychoanalysis." Following Moscovici, numerous researchers have explored social representations, including psychosociologists like Chombart de Lauwe, Farr, Jodelet, and Herzlich, as well as anthropologists such as Laplantine, sociologists like Bourdieu, and historians including Ariès and Duby.

The French school of social representations, led by Denise Jodelet, examines representations by exploring their various dimensions within human and social life, highlighting their role as a central point of coordination and connection.

Codol (1982), et Doise (1986) qui s’inspire directement des travaux de Moscovici

(1961) et de Bourdieu (1977) reconnaissent que les représentations sociales reflètent nos interactions avec les autres et nos communications sociales

Abric (1994) presents a functional approach to the concept of social representation, establishing himself as a key figure in this field He proposes a theory of its organizational structure, which consists of a central core and peripheral elements This theory has been widely utilized in research on social representations for many years.

Etymologically and linguistically, the term "representation" comes from the Latin "repraesentare," meaning to make present According to the electronic Larousse dictionary, in philosophy, representation refers to the knowledge provided to the mind through the senses or memory, while in psychology, it denotes a perception or mental image related to an object, situation, or scene in the subject's world Representation involves making something perceptible through a figure, symbol, or sign These definitions highlight key concepts such as subject and object, image, figure, symbol, sign, perception, and action.

- Le sujet peut être un individu ou un groupe social

- L’objet peut être aussi bien une personne, une chose, un événement matériel, psychique ou social, un phénomène naturel, une idée, une théorie, etc ; il peut être

“aussi bien réel qu’imaginaire ou mythique, mais il est toujours requis.” (Jodelet,

- Le mot perception suggère le fait de se saisir d’un objet par les sens (visuel, auditif, tactile…) ou par l’esprit (opération mentale)

- Le terme action renvoie à l’appropriation de l’objet perỗu par le sujet

- Image, figure, symbole, signe: ce sont des reprộsentations de l’objet perỗu et interprộtộ

According to Descamps (electronic version), a social representation encompasses cognitive elements such as images, figurative content, ideas, thoughts, abstract concepts, opinions, beliefs, stereotypes, and ideologies It also includes affective elements like emotions, feelings, passions, and reactions, as well as conative or voluntary elements, which consist of evaluative content, attitudes, tendencies to react, behavioral orientations, values, and social norms.

1.1.2 Clarifications du concept de quelques auteurs

In the scientific community, various definitions of social representation have been proposed, reflecting the perspectives of different authors This article will explore the concept through the insights provided by several key researchers in the field.

The concept of social representation originates from the work of David Émile Durkheim (1858-1917), who examined individual and collective representations in his studies of religion and myths Durkheim argued that the earliest systems of representation humans developed about the world and themselves were religious in nature Religious representations are collective expressions of shared realities, while rituals are actions that arise within assembled groups, intended to evoke, maintain, or recreate specific mental states Durkheim distinguished between collective and individual representations, noting that individual representations reflect personal psychological states, whereas collective representations reveal the conditions of the community, influenced by its structure, organization, and various institutions such as religious, moral, and economic systems Thus, a significant distinction exists between individual and social representations, highlighting the separation between the personal and the collective.

9 dộduire la sociộtộ de l'individu, le tout de la partie, le complexe du simple ằ (Durkheim, 1912)

In France, Serge Moscovici established a significant field of research centered on social representations, transforming Durkheim's concept of collective representations into social representations that bridge sociology and social psychology This framework resolves the conflict between individual and societal actions, highlighting that individuals are shaped by society while simultaneously contributing to its formation Moscovici emphasizes the ongoing interactions and dynamic relationship between individuals and society in his various works (Moscovici, 1961, 1984).

In his work, Moscovici (2012, 2013) illustrates that social representations play a crucial role in establishing a consensual reality, integrating novelty through their socio-cognitive function, and guiding communication and behavior He defines social representation as a system of values, notions, and practices related to social objects, which not only stabilizes the living environment of individuals and groups but also serves as a tool for orienting perceptions and formulating responses (Moscovici, cited by Fischer, 1996) This definition emphasizes both the content (values, notions, practices) and the functions (stabilization of life context, orientation tool, response formulation) of social representations Furthermore, Moscovici (1963) highlights the importance of studying a social object as represented by a specific group, aiming for action and communication He also identifies three dimensions of social representation: a structural dimension (organized set), an attitudinal dimension (judgments about the object), and an additional dimension that further explores the complexities of social representations.

10 un niveau d’information détenu par l’individu au sein de son groupe d’appartenance sur un objet déterminé

Jodelet (1989) defines social representations as a form of knowledge that encompasses an organized set of cognitions, including opinions, beliefs, and attitudes, which are socially constructed through communication, experience, and adherence to norms These representations are shared among social groups, serve practical purposes by influencing interactions with others, and contribute to the construction of a common reality within a social context Distinct from scientific knowledge, they are often referred to as common sense or naïve knowledge The study of social representations is as legitimate as scientific inquiry due to its significance in social life and its insights into cognitive processes and social interactions Social representations emerge from various individual and social factors, such as experiences, practices, behavioral models, and normative and emotional implications, making their study a valuable approach to understanding the mental life of individuals and groups They are viewed as both a product and a process of integrating external reality into human cognition (Jodelet, 1994).

Le concept de représentation sociale désigne une forme de connaissance spécifique

Common sense knowledge is a form of social thinking that encompasses social representations, which are practical modes of thought aimed at communication, understanding, and mastery of the social, material, and ideal environments These representations exhibit specific characteristics in the organization of content, mental operations, and logic The social nature of the content or processes of representation is linked to the conditions and contexts in which these representations emerge, as well as the communications through which they circulate.

11 aux fonctions qu'elles servent dans l'interaction avec le monde et les autres ằ (Jodelet, 1984)

Jean-Claude Abric (1996, cited by Roussiau and Bonardi, 2001) defines social representation as an organized and hierarchical set of judgments, attitudes, and information that a social group develops about an object This definition situates social representations within the three foundational pillars proposed by Moscovici.

In 1961, Abric was among the first to explore the structure of social representations He proposed that a social representation consists of stable and non-negotiable organizing elements, which form the core of the representation, surrounded by peripheral elements that are unstable and negotiable According to Abric (1984, 1994), changes in social representations occur only when the central core undergoes transformation.

Abric and Jodelet converge on a crucial aspect of social representation, emphasizing that it is neither pure reality nor pure fiction According to Abric (1994), representation is not merely a reflection of reality; it is a meaningful organization influenced by situational factors (such as nature, constraints, and context) and broader factors (including social and ideological contexts, individual social positioning, personal and group history, and social stakes) Consequently, every representation is socially marked and rooted in a social structure, making it neither entirely objective nor entirely subjective There is no objective reality from the outset; rather, each representation is shaped by the individual or group's cognitive system and integrated into their surrounding value system This appropriated and reorganized reality constitutes the subject's actual reality Jodelet (1984) supports this view by suggesting that representation plays a similar role in understanding the social world.

12 sociale n’est ô ni le doule du rộel, ni le double de l’irộel, ni la partie subjective de l’objet, ni la partie objective du sujet ằ

Caractéristiques et fonctions des représentations sociales

Les caractéristiques de la représentation sociale ont été dégagées à travers les analyses du concept par les auteurs cités ci-dessus

Social representation is a form of common knowledge that reflects spontaneous understanding of a subject in relation to everyday life This distinguishes it from scientific knowledge, highlighting its basis in lived experiences and perceptions.

The study of social representations is as valid as scientific knowledge due to its significance in social life and its contribution to understanding cognitive processes and social interactions.

Social representation is a social construction of reality, resulting from a process of elaboration grounded in both individual and collective mechanisms (Jodelet, 2003) It emerges from the interaction between human psychology and cultural or social contexts (Chombart de Lauwe and Feuerhahn).

In 1997, it was highlighted that the social construction of an object involves individual cognitive and psychological processes Representation requires the individual to engage with their subjectivity and personal experiences Jodelet emphasizes that social representation possesses an autonomous and creative nature, serving as a form of self-expression The individual, shaped by their thoughts and knowledge, pieces together elements of their reality to create representations that reflect their unique perspective.

Social and collective dimensions complement cognitive and psychological aspects in understanding social representation According to Jodelet, social representation originates from knowledge that is developed and shared within a society, transmitted through tradition, education, and oral communication In this context, the categories that structure and express social representation are derived from a common cultural background Consequently, values, social norms, historical context, experiences, knowledge, and models all play a crucial role in shaping social representation.

Social representation, beyond being a constructed reality, is characterized by its figurative and imaginative form The act of representation involves the subject creating an image of the object, attributing concrete traits through imagination While it reflects certain aspects of the object, this imagery is not an exact replica of reality The figurative nature of social representation is inseparable from its symbolic and meaningful character, illustrating how the subject interprets the world and derives meaning from it.

14 qu'un objet a pour lui La reprộsentation fait donc ô correspondre à toute figure un sens et à tout sens une figureằ (Jodelet, 2003)

Social representation serves as a means for individuals to position themselves within the social space The stance one takes towards an object also helps define their relationship with others Jodelet suggests that social representation signifies an individual's belonging to a particular group.

In summary, we recognize the various characteristics of social representations, including common-sense knowledge, the social construction of reality, autonomy, creativity, and their symbolic and significant nature.

Surtout, la représentation sociale nous permet de positionner l’individu dans l’espace social

Roussiau and Bonardi (2001) identify three essential functions of social representations: communication, reconstruction of reality, and mastery of the environment As a form of socially constructed thought, representations facilitate communication among community members by providing a code for their interactions and a unified system for naming and categorizing aspects of their individual and collective experiences (Moscovici, 1961).

De faỗon concrốte, on pourrait ộnumộrer les fonctions diffộrentes des représentations sociales comme suit :

Firstly, they serve cognitive functions, enabling individuals to integrate new information into their existing frameworks of thought This new knowledge or ideas are particularly disseminated by specific social categories such as journalists, politicians, doctors, and educators.

Representations play a crucial role in interpreting and constructing reality, serving as a lens through which we understand the world and life itself The values and context in which these representations are formed significantly influence our perception of reality Additionally, there is always an element of individual creativity involved in this process.

15 collective dans les représentations C’est pourquoi, elles ne sont pas figées Elle évoluent, même parfois très lentement

Representations play a crucial role in guiding behaviors and actions, serving as carriers of meaning that foster social connections They facilitate communication and help individuals navigate their environment, influencing attitudes, opinions, and behaviors By allowing individuals to filter social reality in alignment with their beliefs, representations enable the reconstruction of reality based on personal viewpoints Consequently, they possess a prescriptive aspect, defining what is acceptable, tolerable, or unacceptable within a given social context (Abric, 1997).

Social representations play a crucial role in shaping identity functions, as they help individuals position themselves within their social context and develop a social identity that aligns with specific norms and values According to Jodelet (1991), "sharing an idea or a language also affirms a social bond and identity."

Social representations serve the function of justifying practices, closely related to previous functions The perceptions individuals form about others influence their attitudes and behaviors According to Abric (1997), these representations play a crucial role in shaping one's stance and actions.

“nouveau rôle des représentations: celui du maintien ou du renforcement de la position sociale du groupe concerné.”

In summary, representations play a crucial role in human life as they enable us to perceive the world, reshape our worldview, and affirm our social identity.

Fonctionnement des représentations sociales

Abric was one of the pioneering researchers to analyze the organization and structure of social representation Subsequent contributions from Flament (1987), Guimelli and Rouquette (1992), and Moliner (1989; 1995) further enriched Abric's core theory, enhancing its theoretical, methodological, and empirical dimensions Today, it stands as one of the most comprehensive and coherent models of social representations (Valence and Roussiau, 2005).

According to this theory, a social representation is an organized and structured set of information, beliefs, opinions, and attitudes that forms a particular sociocognitive system composed of two interacting subsystems: a central system and a peripheral system (Abric, 2003) The central core consists of stable and organizing elements that characterize the social object (for instance, a psychologist's focus on mental functioning) Without these core elements, the social object changes fundamentally, as a practitioner not working on mental functioning cannot be considered a psychologist These core elements are thus stable, organizing, and non-negotiable, often reflecting prejudices, stereotypes, or opinions Surrounding these core elements are peripheral elements, which are part of the social representation but are not essential for its definition For example, prescribing medication is a peripheral element of the psychologist's social representation, but its removal does not completely alter the concept of "psychologist." These peripheral elements are negotiable, do not organize the representation, and are therefore relatively unstable (Desbrosses, 2008, digital version).

Each system has a specific role, yet they complement each other The central core serves as the fundamental basis of representation, expressing the value system and the socio-historical conditions of the collective's existence; it represents the normative framework of the environment the group references In contrast, the peripheral system is non-normative.

The dynamic and functional nature of the system allows for a representation that is firmly rooted in the immediate reality, making it more sensitive to contextual influences This system serves as an interface between concrete reality and the central system, facilitating the integration of the individual's unique history Consequently, it concretizes the normative dimension of the central system (Valence and Roussiau, 2005).

This structural approach emphasizes the consensual aspects of the essential elements within the core The core consists of a small number of highly consensual elements, which are stable and form a high consensus zone (Castellotti & Moore, 2002) Distinct representations are recognized only when they comprise two different central systems (Moliner, 1996) Changes in representations occur solely when there is a shift in the core Therefore, identifying the central system of a representation is crucial for understanding its foundational social aspects, which in turn reveals its functioning and dynamics This understanding highlights the shared cognitions of a specific population regarding an object (Valence & Roussiau, 2005).

To support his central core theory, which posits that core elements are essential for the existence of representation, Abric (1989, cited by Desbrosses 2008) presents a hypothesis: when individuals are asked to memorize the characteristics of a social object, their prior knowledge—reflecting social representation—will be retained more effectively than atypical features of that specific object This suggests that when participants memorize a list of words, they are likely to remember more words that relate to the core elements of a representation It is easier to recall a cohesive and familiar whole; if one forgets a part, they can often reconstruct it through habit or routine without much effort Conversely, if these elements are not organized, it is likely to be more challenging to retrieve them from memory.

The central core theory by Abric, along with its experimentation on the representation of artisans, reveals that social representations consist of stable and organizing core elements These elements—manual worker, love of the craft, personalized work, quality workmanship, and apprenticeship—are consistently organized by our memory As a result, we can easily retain and quickly respond to these representations in natural situations without extensive reflection.

In summary, social representation is structured as a system comprising a central core (core organization) and a peripheral system The central core is stable, organizing, and normative for the representation, consisting of elements that our memory retains permanently and can spontaneously recall first.

Rouquette et Rateau (1998) nous montrent deux composantes d’une représentation: ses éléments constitutifs et les liens interdépendants entre ces éléments

Lorsqu’une représentation se crée, deux processus se mettent en oeuvre: l’objectivation avec la constitution d’un noyau figuratif et l’ancrage

Objectivation is the process of reducing excessive meanings by materializing them, allowing individuals to appropriate and integrate complex phenomena or knowledge This process consists of three phases: information sorting, the formation of a figurative core, and the naturalization of selected elements for representation Information sorting is based on cultural and normative criteria, leading to the exclusion of certain elements The formation of a model involves organizing information into a simple, concrete, and coherent core that aligns with prevailing cultural and social norms Finally, naturalization refers to the sustainable adoption of elements, attributing specific properties or characteristics to them The entire social representation is constructed around this figurative core.

The second process is anchoring, which refers to the social embedding of representation and its object The represented object gains significance through the perspective of the individual concerned with its representation Through meaning, the social and cultural ideas of the individual must be articulated Furthermore, the elements of representation not only express social relationships but also play a role in constituting them.

The common language that develops among individuals and groups through shared social representation facilitates their communication This established reference system also influences social phenomena Additionally, this anchoring involves grounding within a pre-existing thought system; to incorporate new information, individuals categorize and organize it within socially established frameworks of thought.

In summary, the process of objectification, in conjunction with anchoring, connects the three fundamental functions of representation: interpreting reality, integrating new information cognitively, and guiding behaviors and social interactions.

1.3.3 Evolution et transformation des représentations sociales

La représentation sociale est structurée en un double système: le noyau central et le système périphérique

The central core of a representation comprises elements that provide meaning, including the nature of the represented object, its relationship with the subject, and the associated values and norms It serves two essential functions in the representational structure and dynamics: the organizing function, which determines the relationships between representation elements, and the generative function, which clarifies the significance of each element within the representational field This central core acts as the most stable and unifying component of the representation, making it challenging to alter, as noted by Mugny and Carugati (1985) who refer to it as the "hard core." Peripheral elements are organized around this central core.

Même si le noyau central est le fondement de la représentation, les éléments périphériques y tiennent aussi une place importante Selon Abric (1994), “ils

The elements of representation include retained, selected, and interpreted information, as well as judgments about the object and its environment, stereotypes, and beliefs They serve as the interface between the core concepts and the specific context in which the representation develops or operates These elements ground the representation in the reality of social subjects and offer greater flexibility than central elements, allowing for the individualization of representation and playing a crucial role in its defense and transformation processes.

Representation embodies a dual nature, being both static and dynamic It only undergoes true transformation when its central core changes (Flament, 1994) To safeguard this core, which is non-negotiable, the representational process creates peripheries that serve to protect it However, these peripheries are more susceptible to change, allowing for modifications without jeopardizing the overall structure of social representation.

Synthèse des recherches sur les représentations sociales dans l’enseignement

The concept of representation plays a crucial role in sociolinguistic issues and is extensively discussed in language teaching methodologies and research on language learning (Matthey, 1997; Zarate & Candelier, 1997).

Many researchers have observed that learners' perceptions of a language, its culture, its speakers, and the countries where it is spoken significantly impact their learning process Notably, scholars like Zarate (1993) and Candelier have highlighted this phenomenon.

Hermann-Brennecke (1993), Cain & De Pietro (1997), Berger (1998), Muller

Social representations are a significant focus of research in various doctoral theses, particularly concerning the school and its stakeholders Notable studies include those by Bouchut (2010), Morcillo (2000), Owino (2012), and Aisenson (2008) Additionally, several authors specifically examine representations of teaching and learning, such as Masset (2009), Boudebia (2012), Al Yazigi (2007), and Yue Zhang (2012).

Asian researchers have conducted studies in France focusing on the social representations of the French language among students from their countries and other regional nations For instance, Xie Yong (2007) identifies the factors influencing the construction of perceptions of France and the French among six distinct groups of Chinese students, highlighting the role of these representations in French language teaching and learning in China Similarly, Suthisa Rojana-Anun contributes to this field of research.

In 2005, a thesis was presented on the representations of the French language among undergraduate students in Southeast Asia, specifically focusing on Thailand, Cambodia, Laos, Singapore, and Vietnam.

Vietnamese researchers studying in France explore social representations of French and Vietnamese language and culture Nguyen Van Dung's 2000 thesis, titled "The Representation of Politeness in Contemporary Vietnamese Literature," delves into these themes.

In her thesis at the University of Rouen, the author explored the manifestations of Vietnamese politeness within the socio-economic context of the 1990s, highlighting that the linguistic expressions of French politeness are fundamentally similar to those of Vietnamese politeness, despite cultural differences Similarly, Thi Phuong Lan Nguyen-Percher (2010) examined the representations of Francophonie among twenty future Vietnamese teachers of French as a foreign language, revealing the semantic and pragmatic mechanisms in their discourse that illustrate the construction of Francophone identities in Vietnam.

In our thesis, we focus on the representations of teaching commercial French, distinguishing it from the study of the French language and culture or traditional school subjects, which are the primary focus of most research in this area We have identified a different object of representation: a practice aimed at professional language instruction, rather than merely a language, culture, or academic discipline.

A l’origine, la représentation sociale est un concept de la sociologie, développée par Emile Durkheim au XIXe siècle et après par Moscovici et d’autres chercheurs

Since then, it has been examined in social and human sciences such as sociology, psychology, and linguistics Social representation refers to a collection of opinions, attitudes, and information regarding a specific object, which is socially constructed and shared among members of a social group.

A double system featuring a central core and peripheral elements emerges from a network of social communications This framework enables individuals to interpret their daily environment and guides their behaviors in life.

It is essential to emphasize that representation cannot exist without an object This object can be tangible or intangible, real or imaginary, or even mythical However, for effective representational development, the object must be complex, multifaceted, and contentious.

Social representation is structured around a dual system comprising a central core and peripheral elements The central core consists of stable organizing elements, while the peripheral elements are dynamic A change in the representation of an object occurs only when there is a shift in its central core.

In research, it is essential to recognize a significant characteristic of social representation: it is a specific form of knowledge, often referred to as naïve knowledge, which differs from scientific knowledge However, its study is just as valid as that of scientific knowledge due to its importance in social life and the insights it provides into cognitive processes and social interactions Social representation is neither a mere reflection of reality nor a complete fabrication; it exists in a space that is neither entirely objective nor entirely subjective.

In our case study, the focus is not on the French language as a culture or subject matter, but rather on a professional practice: the teaching and learning of commercial French.

Nous voudrions identifier les représentations des acteurs principaux (professeurs et étudiants) de l’école de cette pratique dans le milieu universitaire vietnamien

FRANÇAIS DE SPÉCIALITÉ ET SON ENSEIGNEMENT

Champ de la didactique du franỗais à un public spộcifique : origines et principes méthodologiques

Since the 1820s, the teaching of French to specific audiences has emerged, but it was not until the 1960s that didactic approaches aimed at teaching living languages, particularly French, to professionalizing or active learners gained traction as a scientific discipline Over the past fifty years, this field of French as a Foreign Language (FLE) didactics has significantly developed, evolving through various terminologies that reflect differing methodological priorities and options.

The field of didactics for practical and professional French began in the 1920s, originating with military French through a manual published in 1927 This manual was designed for non-French-speaking soldiers, including Algerians, Senegalese, and Moroccans, serving in the French army.

In the 1960s and 1970s, French experienced a decline as a foreign language on the international stage, prompting efforts to reach new audiences in various sectors This shift led to a significant focus on teaching French in fields such as science, technology, law, and economics Consequently, a new form of French instruction emerged in France, tailored for specific audiences, known as Scientific and Technical French This term refers to language varieties and educational audiences without implying a specific methodology (Lehmann, 1993: 41).

French as a specialized language incorporates a methodological option known as SGAV (structuro-global audio-visual) of the first generation This approach emphasizes the importance of lexical specifics and a careful selection of syntax (Lehmann, 1993: 41).

The evolution of French language policy has led to the emergence of both instrumental French and functional French Instrumental French was introduced in Latin America in the early 1970s, focusing not on cultural or everyday usage but on enhancing scientific and technical communication This approach emphasizes the teaching of reading specialized texts, applicable in both hard sciences and humanities.

In the mid-1970s, the French Ministry of Foreign Affairs introduced the term "functional French" to promote a more proactive policy involving scholarships, training programs, and various initiatives This approach considers the specific needs of the target audience, offering tailored pedagogy and adaptable methodologies According to Porcher (1976) in his article "Monsieur Thibaut et le bec Bunsen," functional French is defined as "a French that serves a purpose in relation to the learner."

French for Specific Purposes (FOS), established in the late 1980s, is modeled after the English term "English for Special Purposes" (ESP) introduced by Hutchinson and Waters FOS is characterized by its learner-centered approach, placing the learner at the core of all pedagogical activities The term was adopted primarily because the word "functional" can be vague The main methodology of FOS focuses on audiences who are specialists in their professional or academic fields, seeking to learn French within a limited timeframe to achieve specific objectives Since the emergence of practical and professional French teaching, the FOS concept has gained prominence, becoming the overarching label in this domain.

The term FOS (French for Specific Objectives) is frequently mentioned in discussions about specialized courses, experts, and literature However, this label lacks true stability, as it has several variations "FOS" in the singular refers to "Français sur Objectif Spécifique," which is reserved for highly targeted operations requiring specialized training In contrast, "FOS" in the plural, "Français sur Objectifs Spécifiques," emphasizes a goal-oriented approach to teaching, tailored to the specific needs of each audience This cumulative approach has evolved over fifty years, showcasing the adaptability and focus of FOS in language education.

According to Mourlhon-Dallies (2008, p.48), the success of the FOS can be attributed to its plasticity, which contrasts with the rigid and unchanging nature of a fixed acronym This flexibility allows for various types of alliances and shifts within a rapidly evolving subfield of French as a Foreign Language (FLE) didactics.

Since the 1990s, the term "French for Specific Purposes" (FOS) has emerged in teaching practices There is a distinction between FOS and "French for Specialization." Historically, the latter referred to methods designed for specific audiences learning French in a professional or academic context, focusing on particular specialties or fields of activity In contrast, FOS encompasses all situations, whether they are related to a specific specialty or not.

Depuis 2000 environ, on parle ộgalement du franỗais de la communication professionnelle dont l’accent est mis sur la réponse aux besoins de communication de l’apprenant quelque soit son travail

Au seuil du troisième millénaire, le FOS se voit obligé de s’adapter aux besoins du marché basés notamment sur des demandes croissantes du monde professionnel

The increasing specialization of professional fields and the rising demand for French language skills among professionals highlight the global issue of practicing a profession in a language other than one's native tongue.

27 contexte de déplacement accéléré des populations d’une portion à l’autre de la planốte, et ce à tous les niveaux de qualification ằ (Mourlhon-Dallies, 2008 : p 72)

Since 2006, initiated by Mourlhon Dallies, French for Professional Purposes (FLP) has been introduced, with language training institutions offering diplomas in this field Alongside FLP, French for Professional Use has emerged as a new term for the French module aligned with the notion of French for Specific Purposes (FOS) While these terms are more recent, they complement rather than oppose previous designations French for Professional Use aims to develop skills applicable across various sectors and job roles, focusing on communication in the professional world, such as writing reports In contrast, FLP emphasizes a dual requirement in training: both French language instruction and professional training.

Nous voudrions reproduire le tableau synthétique proposé par Mourhlon-Dallies

(2008, p.13) pour mettre en évidence les priorités didactiques des principaux courants constitutifs du domaine du franỗais enseignộ à des fins professionnelles

Tableau 2.1 : Courants du franỗais enseignộ à des fins professionnelles

Courant/ Appellation Priorité didactique Méthodologie didactique en arrière-plan

Franỗais Langue de Spộcialitộ (dont franỗais scientifique et technique)

Maợtrise d’un lexique technique (différent du franỗais gộnộral et quotidien) et de structures syntaxiques types

Structuro-Globale-Audio- Visuelle, Franỗais fondamental

Franỗais instrumental Lecture de textes spécialisés

Franỗais fonctionnel Rộponse aux besoins de communication de l’apprenant dans son travail

Approche communicative, en particulier analyse des besoins, analyse systémique Franỗais de Spộcialitộ

Connaissance large d’un domaine de spécialité, de

Approche communicative, nourrie d’analyse des

28 tourisme, franỗais du droit, etc) ses métiers et des discours qui y circulent discours spécialisés

Franỗais de la communication professionnelle/ Franỗais à visée professionnelle

Réponse aux besoins de communication de l’apprenant quelque soit son travail

Approche communicative, avec identification de situations de travail et d’actes de paroles transversaux aux différents domaines d’activité

Prise de conscience des différentes logiques d’exercice des professions

Approche post- communicative [et emprunts à des disciplines autres que la didactique]

L’auteur du tableau a pris soin de laisser de côté le FOS parce que celui-ci, dans les contextes d’emplois, est vờtu ô de significations plus ou moins englobantes ằ (Mourlhon-Dallies, 2008 : p.14)

In summary, the field of French language instruction for specific audiences has evolved in its functions and methodological approaches, yet it remains focused on a specialization in teaching French that is primarily driven by specific communication needs.

Clarification du concept Franỗais de Spộcialitộ

2.2.1 Dộfinition du Franỗais de Spộcialitộ et distinction avec le FOS et le FLP 2.2.1.1 Définition

Le Franỗais de Spộcialitộ fait partie des langues de spộcialitộ Galisson et Coste

In 1976, it was proposed that certain languages serve as a generic expression to denote the languages used in communication situations—both oral and written—that involve the transmission of information related to a specific field of experience.

Lerat (1995, p 20) quant à lui, pense que ô La notion de langue spộcialisộe est

[plus] pragmatique : c’est une langue naturelle considérée en tant que vecteur de connaissances spộcialisộes ằ

Et selon Dubois et al (1994, ô On appelle langue de spộcialitộ un sous-systốme linguistique tel qu’il rassemble les spécificités linguistiques d’un domaine

29 particulier ằ C’est dans cette logique que L’Homme (2011, p.31, version initiale

The term "specialized language" refers to a linguistic subset that encompasses various means of expression, including lexical, morphological, syntactic, and stylistic elements This language is predominantly utilized by a group of specialists within a specific field of human knowledge.

De faỗon gộnộrale, on peut donc dire que les langues de spộcialitộ sont des vecteurs de connaissances spécialisées Elles surgissent et interviennent dans un domaine technique et professionnel déterminé

2.2.1.2 Distinction du Franỗais de Spộcialitộ avec le FOS et le FLP

In the field of French language education for professional purposes, three key concepts have emerged: FOS (French for Specific Purposes), which has been prominent since the 1980s; French for Specialties, gaining renewed attention since the 1990s; and FLP (French as a Lingua Franca for Professional contexts), which has also been developing since the 1980s.

The most recent and common approaches to teaching French for professional purposes cover nearly all teaching situations Despite some similarities, these methods differ in their target audiences and didactic methodologies.

French for Specific Purposes (FSP) is typically taught within institutions that offer training to potential learners, primarily students enrolled in extended programs These institutions anticipate the future needs of their students, although the end goals may not be as clearly defined compared to French for Occupational Purposes (FOS), which addresses specific, immediate needs in a shorter timeframe On the other hand, French for Professional Purposes (FLP) targets individuals who must conduct their professional activities entirely in French, encompassing job-related tasks, legal and institutional aspects, and communication with colleagues and superiors, even if some interactions, such as those with clients, may occur in English or another language.

Sur le plan institutionnel et didactique, le Franỗais de Spộcialitộ et le FOS relốvent de deux logiques – l’offre et la demande : demande dans le cas du FOS ó un besoin

The training program is based on 30 summaries from various institutions, companies, or universities aimed at a specific audience, particularly in the context of French for Specific Purposes (FSP), where institutions offer training to potential learners (Mangiante and Parpette, 2004: 17) However, the connection between the training and its intended outcomes is often unclear and ambiguous (Carras, 2007: 19) Consequently, the program content, course materials, and assessments are not dictated by external demands but are instead shaped by the institution and the instructor, who consider the limitations of the relevant field In the absence of precise requests, the trainer is compelled to address all communication scenarios within the specialized domain, despite the differing needs and objectives of individual learners.

The FLP addresses the teaching of French for Specific Purposes (FOS) within both academic and professional contexts, focusing on short, medium, and long-term needs It emphasizes a dual content approach that combines professional training with language skills, aiming to prepare learners for complete immersion in French-speaking environments.

2.2.2 Question terminologique et le choix du terme Franỗais de Spộcialitộ

Historically, the term "French for Specific Purposes" emerged between 1963 and 1973, succeeding "scientific and technical French" in the realm of specialized communications to distinguish it from general French It is rooted in the first generation of the SGAV (structuro-global-audio-visual) methodology, emphasizing lexical specificities and selective syntax (Lehmann 1993, cited by Mourlhon-Dallies, 2008:11).

The term "language for specific purposes" has faced criticism from many educators for various reasons Primarily, this concept groups together different fields of study that do not share the same content or pedagogical approach, leading to confusion and questioning about its applicability.

31 si chaque profession aurait sa langue propre distincte de la langue des autres professions, s’il existe autant de langues qu’il y a de domaines de spécialité

Kokourek (1991) suggests that the language of specialization is a subset of natural language, adhering to the same syntactical rules as general language but differing in its lexical choices Similarly, Lerat (1995) emphasizes the unique characteristics of specialized language, highlighting its distinct vocabulary while maintaining foundational grammatical structures.

19) n’est pas d’accord sur le concept sous-langue Il n’y a pas selon lui de spộcificitộs linguistiques sectorielles mais c’est toujours du franỗais que l’on utilise pour rendre compte des connaissances de spécialité Il préfère ainsi le terme langue spộcialisộe qu’il dộfinit comme ô l’usage d’une langue naturelle pour rendre compte techniquement de connaissances spộcialisộes ằ (Lerat, 1995 : 21)

Cusin-Berche (2000, p 56) suggests abandoning the term "language for special purposes," arguing that it lacks linguistic foundation Instead, she proposes the concept of "specialized discourse," which aligns with the use of language for specific purposes.

The term "French for Specialties" has faced criticism in educational contexts, as it lacks inherent meaning and does not contribute to advancing the challenges associated with teaching French as a Foreign Language (FLE).

According to Eurin-Balmet and Henao de Legge (1992), the focus on vocabulary in specialized French positions it more as a collection of technical terms within a specific field rather than as a methodological approach to teaching In other words, there are no unique didactic principles associated with it.

In her synthesis of viewpoints on specialized languages, Cabré (1998, pp 118-112) categorizes various definitions into three distinct positions, highlighting the ongoing debates surrounding these languages.

Enseignement du Franỗais de Spộcialitộ

2.3.1 Dộmarche pộdagogique du Franỗais de Spộcialitộ

According to Mangiante (2006, p 138), in specialized French, the focus of the approach revolves around a specific specialty or professional field, encompassing all situations of specialized communication relevant to a discipline or profession This occurs without prior knowledge of a specific audience for whom a language training program would be designed At the beginning of the course, the institution or instructor will identify the content and didactic approach to be utilized.

The anticipation of future language needs in students' professional fields is crucial; however, the lack of clarity regarding specific job roles post-graduation creates uncertainty In response, educators aim to form a homogeneous group focused on shared learning objectives and develop a comprehensive program that addresses all communication scenarios relevant to the specialized domain of the students These professional situations are defined by unique linguistic forms specific to specialized communication Therefore, a discursive analysis of these contexts is essential for the approach to French for Specific Purposes (FSP), which is broader than the methodology used for French for Occupational Purposes (FOS).

In French for Specific Purposes (FSP) programs, a final evaluation is essential for reviewing the training curriculum and guiding pedagogical approaches, often leading to specialized certification This anticipated outcome, represented by the certification, helps develop a competency framework for the training program According to Mangiante (2006, p 140), the process of creating competency frameworks is a crucial tool in FSP to design training tailored to specific professional or institutional sectors.

Unlike FOS, French for Specific Purposes (FSP) does not target a specific group of learners with a defined goal; instead, it focuses on an entire professional or specialized sector FSP addresses specialized language and the specific discourse relevant to the field rather than concentrating on the audience itself.

Spécialité dans certaines universités ou la préparation des diplômes de la Chambre de Commerce et d’Industrie de Paris (CCIP) relốvent donc de cette catộgorie ằ (Mangiante et Parpette, 2004 : 142)

The following table summarizes the didactic principles of French for specific purposes (FSP) in comparison with those of French for professional purposes (FOS), as outlined by Mangiante and Parpette (2004: 142).

Tableau 2.2 : Comparaison entre le Franỗais de Spộcialitộ et le Franỗais sur

Objectif Spécifique (Source : Mangiante et Parpette 2004, p 142)

Franỗais de Spộcialitộ Franỗais sur Objectif Spộcifique

1 Objectif plus large couvrant un domaine Objectif précis

2 Formation à moyen ou à long terme Formation à court terme (urgence)

3 Diversité des thèmes et des compétences liées à une discipline (économie, commerce, physique, médecine )

Centration sur certaines situations cibles

4 Contenus nouveaux a priori non maợtrisộs par l’enseignant

Contenus nouveaux a priori non maợtrisộs par l’enseignant

5 Travail plus autonome de l’enseignant Contacts avec les acteurs du métier étudié

6 Matériel existant (insuffisant dans certains domaines)

7 Evaluation interne au programme de formation

In a university context focused on non-linguistic fields, a specialized French training program can emerge from institutional objectives and an undefined approach This program emphasizes the use of specialized language within specific fields such as economics, law, and medicine Given that each field encompasses various professions, the French for Specific Purposes program must target all these careers, preparing students to excel in diverse professional roles.

Pour concevoir le programme de formation linguistique à l’intention des publics spécialisés, la collecte des différents discours du domaine de spécialité mène à

36 repérer et analyser des récurrences linguistiques caractéristiques de la communication des spécialistes du domaine et à dégager un type discursif propre transversal aux différents discours recueillis

The distinctive discursive characteristics specific to specialized fields should be studied with learners using authentic discourse collected from real-world contexts, similar to the approach in French for Specific Purposes (FOS) At this stage, developing a framework of language competencies relevant to the professional domain would serve as a particularly valuable tool for educators This framework would enable teachers to design their curriculum and progression effectively, especially in the absence of a precise analysis of the needs of a homogeneous group of learners.

2.3.2 Elaboration de rộfộrentiels de formation en Franỗais de Spộcialitộ 2.3.2.1 Concept de référentiel

The term "reference system" commonly refers to a framework that organizes data within an information system Originally defined in computing, a reference system serves as a backbone, comprising a collection of databases that contain essential references This tool is instrumental in creating directories and classifications, facilitating efficient data management and retrieval.

According to Volle (2001, cited by Robert 2008: 178), a competency framework serves as a valuable tool for measuring skills This framework is defined as a descriptive list of the competencies required for a specific role or function, highlighting the essential skills needed in various contexts (Perrenoud 2001, cited by Robert 2008: 178).

The development of competency frameworks began in the 1980s within the business world The term "framework" has since been used to describe the comprehensive set of professional skills required to perform any given job.

In the 1990s, competency frameworks were introduced into teaching and training activities, serving as a structured training tool that outlines targeted skills, objectives, and educational content These competency frameworks are primarily utilized in professional training settings.

In France, professional associations outline the necessary skills and competencies required for various professions These associations play a crucial role in defining the professional profiles that candidates must achieve to practice their chosen careers Subsequently, vocational schools and training organizations translate these profiles into educational pathways, enabling participants to acquire the essential skills needed for their respective professions.

In didactics, the term "referential" is understood as a descriptive list of competencies to be acquired to validate a linguistic level This list serves as a reference for certifying an learner's linguistic competence (Robert, 2008: 178).

The two most recognized and widely used frameworks for the French language are the CEFR (Common European Framework of Reference for Languages) established in 1998 for French as a Foreign Language (FLE) and the RGOC (General Framework of Guidelines and Content) introduced in 2000 for French as a Second Language (FLS) These frameworks add to the extensive list of inventories developed for teaching FLE and FLS, which includes the Fundamental French (1956), General Vocabulary for Scientific Orientation (1972), Threshold Level (1976), and the Inventory of Lexical Particularities of French in Sub-Saharan Africa (1993).

The CEFR and the RGOC, while targeting different audiences, share commonalities: they are designed to facilitate the implementation of French language teaching programs and offer a structured learning approach with levels (six levels for the CEFR).

Synthốse des recherches sur le Franỗais de Spộcialitộ

du FOS et ont éclairé ce concept sont Lehman (1993), Kokourek (1991), Lerat

In the field of specialized languages, Cabré (1998) is frequently referenced for her compilation of various definitions categorized into three distinct positions Additionally, Mangiante and Parpette (2004, 2006, 2008) differentiate between French for Specific Purposes (FOS) and French for Specialties, while also outlining specific methodological principles for the latter.

On peut recenser ộgalement plusieurs thốses portant sur la didactique du franỗais à visộe professionnelle de diffộrents domaines comme le franỗais du tourisme (Saad

Haddad, 1998), le franỗais commercial (Alrabadi (2007), Zolana (2013), Sagnier

(2004)), le franỗais juridique (Debono, 2010), le franỗais mộdical (Huynh Thanh Nha, 2003), etc

Vietnamese researchers who have defended their theses in France have significantly contributed to the field of French for Specific Purposes (FSP) Their work primarily focuses on analyzing the scientific discourse within specialized domains and its implications for teaching French in professional contexts Notable contributions include studies by Nguyen Thi Ngoc Suong (2000), Huynh Thanh Nha (2003), Diep Kien Vu (2008), Truong Hoang Le (2007), and Dinh Ngoc Lam (2014).

In summary, numerous studies on professional French have been conducted, with researchers largely identifying the unique characteristics of professional discourse and the challenges that need to be addressed in teaching French to specific audiences.

We do not utilize specialized discourse analysis in French; instead, we focus on studying the representations of commercial French education in Vietnamese economics schools This approach offers a fresh perspective on the realities of teaching and learning commercial French, aiming to understand how it is perceived and evaluated by students and teachers From this understanding, we can propose innovative pedagogical strategies to enhance teaching, aligning with broader research and theses related to specialized French in general.

The teaching of French to specific audiences has its roots in the 1920s but evolved into a distinct science in the 1960s Various terms have emerged to describe this subfield of French language didactics, including Scientific and Technical French, French for Special Purposes, Instrumental French, Functional French, and French for Specific Objectives (FOS), among others Notably, French for Special Purposes, FOS, and Professional Language French (FLP) are the most prevalent, addressing nearly all practical and professional teaching contexts These concepts do not exist in isolation; rather, they complement one another A crucial commonality among these approaches is the emphasis on utilizing specialized professional discourse to develop training programs that effectively prepare learners for specific communication situations in French However, these approaches differ in terms of target audience, institutional conditions, and didactic methodology.

In our case study, the term "French for Specialization" is preferred despite debates about its designation, as it accurately reflects the teaching of commercial French in higher education institutions in Vietnam This instruction targets a broad audience of French-speaking economics students and spans a comprehensive four-year curriculum Furthermore, the training program is designed by the institution to anticipate the future professional communication needs of the students.

La mộthodologie du Franỗais de Spộcialitộ avec au centre l’ộlaboration des référentiels de formation servira de base théorique pour notre étude portant sur l’enseignement du franỗais commercial au Vietnam

ETUDE DES REPRÉSENTATIONS DU FRANÇAIS COMMERCIAL

ÉTUDE DES REPRÉSENTATIONS DU FRANÇAIS COMMERCIAL ENSEIGNÉ DANS DES ÉCOLES SUPÉRIEURES D’ÉCONOMIE AU VIETNAM

This section will first provide an overview of the teaching of commercial French in higher education institutions in Vietnam Next, we will present the findings from a survey conducted among fourth-year students, graduates, and teachers of commercial French from selected schools for this study Finally, pedagogical recommendations will be proposed based on the survey results obtained.

APERÇU GÉNÉRAL DE L’ENSEIGNEMENT DU FRANÇAIS

Licences d’économie proposées aux étudiants francophones au Vietnam

In 2014, the university entrance exam information revealed that specific programs are available for economics students learning French at the university level These programs include specialties such as international trade, business management, and finance-economics Higher education institutions in economics offer bachelor's degrees tailored for students pursuing these fields.

The following institutions are notable francophone universities in Vietnam: the Higher School of Foreign Trade (ESCE), the Higher School of National Economy (ESEN), the Higher School of Economics at the University of Hue (UEH), the University of Economic Sciences in Ho Chi Minh City (UEHCM), and Nha Trang University.

In Vietnam, numerous French-language economics degrees are available to students, including programs like the Bachelor's in Economics-Management at the University of Languages and International Studies, the Business Management degree at the Hanoi Polytechnic Institute, and various specializations in marketing, finance, and human resources at the Higher School of Commerce Notably, economics degrees are no longer exclusive to dedicated economics schools; they are now offered by institutions that traditionally do not specialize in this field This trend highlights the growing collaboration between Vietnamese universities and French-speaking institutions, making French-language economics programs increasingly popular in higher education in Vietnam.

This article focuses on the study of commercial French language instruction within the economics degree programs at Vietnamese higher education institutions It is important to note that there are various types of economics degrees offered in Vietnam, including Vietnamese degrees that confer a local diploma, localized French degrees that provide a French diploma, and co-diploma programs that award both a Vietnamese diploma and a foreign qualification upon completion.

In our research, we focus exclusively on Vietnamese degrees and co-diploma programs that award students a Vietnamese diploma upon completion of their training, regardless of whether they also receive a French diploma These programs primarily operate within the context of Vietnam.

In accordance with the guidelines set by the Ministry of Education and Training (MOET) of Vietnam regarding program structure and learning outcomes, we have deliberately excluded French licenses offered by a higher education institution in Vietnam that confer a French diploma.

Pour notre étude, nous avons sélectionné quatre écoles supérieures d’économie au Vietnam ú le franỗais commercial est enseignộ : ESCE, ESEN, UEH et UEHCM

Parmi les écoles sélectionnées, trois (ESCE, ESEN, UEHCM) proposent des licences d’économie vietnamiennes et une seule (UEH) propose une licence d’économie en double diplomation franco-vietnamienne.

Objectif des programmes de licence d’économie

The Ministry of Economy and Finance (MEF) has established the overarching goals for training programs For instance, the economics bachelor's degrees in the field of Economic Sciences aim to develop graduates who possess strong political and ethical qualities, good health, and a solid foundational understanding of socio-economic issues These programs equip students with professional skills in economics, enabling them to analyze, plan policies, and address economic challenges across all sectors and levels of the national economy.

According to the MEF framework program referenced by www.thongtintuyensinh.vn in September 2014, the objectives for other economic sectors are similar, focusing on specific requirements such as political, ethical, and health standards; mastery of fundamental knowledge and professional skills in designated fields like business management, commerce, and banking-finance; the ability to analyze and plan relevant economic and financial policies; and the capacity for professional integration in specialized areas.

The MEF outlines the career opportunities available to graduates, highlighting that upon completion of their training, students can find employment in various economic sectors These include production companies, commercial or service enterprises, import-export businesses, as well as central and commercial banks, and financial institutions.

Each department includes various specialties with specific objectives For instance, the Commerce department encompasses areas such as International Trade, Foreign Trade, and Marketing Graduates in Foreign Trade acquire knowledge about the role and functions of national foreign trade, its development process over time, the impacts of international economic relations, and Vietnam's foreign economic policies, particularly focusing on commercial techniques in international business, including maritime transport, insurance, international payments, and incoterms.

A new specialty in Business Management, Commercial French, has been introduced at the School of Business over the past year This program not only covers specialized subjects such as macroeconomics, microeconomics, marketing, accounting, and risk management, but also equips students with essential linguistic skills and professional language competencies Students learn common technical terms in the commercial field, engage in typical professional communication scenarios, and study economic texts for reading and translation, including contracts, laws, and commercial correspondence This linguistically-focused economics specialty is entirely new and is currently in its first year, with the inaugural class now in their second year of the degree program.

To clarify, it is important to note that there is a specialization in French commercial language at the École Supérieure de Commerce Extérieure; however, this program falls under the French Language department rather than the Economics department Consequently, there are significant differences in the training curriculum The French commercial specialization in Economics does not include linguistic subjects such as phonetics, lexicology, or French grammar, which are part of the French commercial program in the Language department.

48 esssentiellement des matiốres d’ộconomie et des heures de franỗais à visộe professionnelle – franỗais commercial

Generally, it can be observed that the inclusion of a foreign language in the economics degree program adopted by the Ministry of Education and Training (MEF) is not prioritized within the overall educational objectives.

In shaping the general objectives of economics degree programs, policymakers overlook the importance of foreign language proficiency, despite their goal of facilitating graduates' professional integration into national and international businesses and institutions The Ministry of Economy and Finance and educational institutions might argue that students can independently learn foreign languages at language centers, thereby limiting the hours allocated for language instruction at the university level However, very few language centers offer specialized or professional-oriented language courses.

Le franỗais commercial dans le programme de formation

Most economics degree programs in Vietnam incorporate English or French as a foreign language for students Additionally, students can learn Russian, Japanese, or Chinese, which are mandatory at the university level Typically, the allocated hours for foreign language modules, primarily English, in these institutions are set at around 7 hours.

12 crédits (105 – 180 heures de cours en classe)

For students learning French, commercial French may be included in the FLE (Français Langue Étrangère) module, though it is not mandatory Each school has the discretion to incorporate this specialty language into their curriculum In practice, the emphasis on specialty language within the foreign language module varies among institutions, depending on their specific objectives and cooperation programs with French institutions, such as the Agence universitaire de la Francophonie (AUF).

Au Vietnam, les ộcoles d’ộconomie ú le franỗais est enseignộ actuellement comme FLE sont les suivantes : ESCE, ESEN et ESC au Nord ; UEH au centre ; UEHCM et

Université de Nhatrang au Sud Il est récapitulé dans ce tableau ci-dessous (Tableau 3.1) les formations en licence d’économie de ces écoles à compter jusqu’en octobre 2014

Tableau 3.1 : Tableau récapitulatif des licences d’économie dans des écoles supérieures d’économie au Vietnam

Diplôme Durée Volume horaire total du progra mme en crédit

Volume horaire du franỗais général

Volume horaire du franỗais commercial

Ecole Supérieure de Commerce Extérieur (Hanoi)

Diplôme vietnamien ô Cu nhan kinh te doi ngoai ằ

Diplôme vietnamien ô Kinh te quoc te ằ

Diplôme vietnamien ô Cu nhan quan tri doanh nghiep ằ

170 pdc scientifique en franỗais (AUF)

* Franỗais commercial – pôle Gestion d’entreprise (groupe FUF)

Diplôme vietnamien ô Cu nhan Tieng Phap thuong mai nganh Quan tri kinh doanh ằ

50 pôle Gestion d’entreprise (groupe général) nhan Tieng Phap thuong mai nganh Quan tri kinh doanh ằ

Ecole supérieure d’Economie nationale (Hanoi)

Diplôme vietnamien ô Tai chinh doanh nghiep ằ

Université de Hue (ville de Hue)

Double diplôme : diplôme vietnamien et licence de l’Université de Rennes

(cours au centre culturel franỗais)

Université des Sciences économique s de HCM- ville (HCM- ville)

Diplôme vietnamien ô Cu nhan kinh te - tai chinh ằ

Diplôme vietnamien ô Quan ly doanh nghiep ằ va ô Quan tri du lich ằ

525 pdc scientifique en franỗais (AUF)

* : FUF de l’AUF : Filière universitaire francophone accompagnée par l’Agence universitaire de la Francophonie

- Pdc : période de cours ; 1 pdc = 45 minutes (selon les pratiques de plusieurs écoles)

One credit can be converted into 15 theoretical course hours or 30-45 practical course hours, as per the Ministry of Education and Training (MEF) The conversion of credits into course hours varies between schools, depending on their calculations of theoretical and practical course components.

- Pour lire l’information : ô 16 crộdits (ộcole) + 19 crộdits (AUF) ằ : 16 crộdits selon le programme de formation de l’Ecole et 19 crédits accompagnés par l’AUF

En observant le Tableau 3.1, on constate que le volume horaire total du programme de formation va de 120 à 180 crộdits, celui du franỗais chargộ par l’Ecole varie entre

The French language credits range from 7 to 28, equating to 105 to 630 hours, with some schools allocating specific hours for commercial French The hourly volume for commercial French varies significantly, from 0 credits at ESC, University of Nhatrang, to 16 credits (360 hours) at ESCE This discrepancy arises because commercial French is not a mandatory module in an economics degree In this context, the AUF, as a Francophone partner of the institution, supports general French courses, commercial French, and specialty courses in French Consequently, in AUF-affiliated Francophone university programs, the volume of general French, commercial French, and specialized French courses is substantial.

When it comes to commercial French content, each school offers specific themes that are typically aligned with the focus of their training programs These themes generally address economic and commercial topics, including general economics, marketing, banking and finance, accounting, and human resource management.

Plus prộcisộment, les thốmes enseignộs en franỗais commercial dans chaque ộcole sont présentés dans le Tableau 3.2

Tableau 3.2 : Thốmes travaillộs en franỗais commercial dans des ộcoles supérieures d’économie au Vietnam

ESCE Commerce extérieur - Notions d’économie générale

- Traduction économique et commerciale ESC Gestion des entreprises

- Gestion des ressources humaines Franỗais commercial du pôle Gestion d’entreprise

- Gestion des ressources humaines ESEN Gestion bancaire - Entreprise

- Comptabilité UEH Banque-finance - Notions d’économie générale

- Gestion des entreprises UEHCM Economie-finance - Import-export

Our initial observation reveals a variety of themes, with the most common being general economics, business, marketing, and banking-finance In some schools, such as ESEN, the allocated hours for commercial French are limited to 40, yet the content is extensive This suggests that professional French education remains quite general, lacking sufficient time for practical application in professional contexts It could have focused solely on specialized vocabulary; however, the goal of a commercial French course is not confined to that.

The objective of teaching French in economic schools is to achieve B1 or B2 levels according to the Common European Framework of Reference, particularly in programs like the ESCE's International Trade and ESC's Business Management Many graduates from these institutions pursue French-speaking Master's programs in France, necessitating proficiency in the French language and commercial French For those not studying in France, there are numerous French Master's programs available in Vietnam, such as the Master in Business Management at the Franco-Vietnamese Center for Management Training (CFVG) in Hanoi and Ho Chi Minh City, the Master 2 in Innovation and Entrepreneurship Project Management at ESCE, and the Master in Public Action and Business Management at the National University of Hanoi.

2014 Pôle Sciences économiques et sciences de gestion, p.1.)

Etudiants et corps professoral

Les ộtudiants en licence d’ộconomie qui apprennent le franỗais langue ộtrangốre sont actuellement au nombre de 941 personnes (Tableau 3.3)

Tableau 3.3 : Nombre d’étudiants francophones en licence d’économie au Vietnam

Ecole Spécialité Nombre des étudiants (oct 2014)

1 ere année 2 e année 3 e année 4 e année Total

Francais commercial- Pôle Gestion d’entreprise (depuis 2013)

Gestion des entreprises et du tourisme (depuis 2013)

As of October 2014, there were 941 Francophone students studying economics within the Vietnamese education system, with 874 of them also learning commercial French Notably, 32 students from ESC and 35 from the University of Nha Trang's business and tourism management programs do not study commercial French; however, they participate in French language courses alongside their specialized courses in French.

In the Vietnamese education system, there is a notable presence of francophone economics students, particularly those enrolled in French programs based in Vietnam or in Franco-Vietnamese co-diploma programs in economics It is estimated that around 1,000 students are participating in these programs, with approximately 450 of them being francophone.

Tableau 3.4 : Nombre d’ộtudiants des licences d’ộconomie franỗaises délocalisées au Vietnam

Ecole Spécialité Université partenaire Effectif par promotion

Effectif total ESCE Economie et gestion

Licence vietnamienne et licence franỗaise sur présentation du diplôme B2 Delf

3 ans ; cours en anglais sauf la 4 e en franỗais)

Institut polytechniq ue de Hanoi

Université Pierre Mendès France (Grenoble)

Université de langues et d’études internationa les -UNH

In summary, with nearly a thousand Francophone students enrolled in economics programs within the Vietnamese system (not including the 200 students in commercial French at the ESCE) and around 500 in localized French degrees or Franco-Vietnamese double degrees, the increasing availability of these programs in Vietnam highlights the significant role of commercial French education This training is crucial for the professional development of Francophone economics students, equipping them with the skills to effectively work and communicate in business environments within French-speaking companies.

In every school, the teaching of general French and commercial French is provided by a team of French teachers Generally, teachers of French as a Foreign Language (FLE) can also conduct commercial French classes In certain institutions, such as ESC, students also attend scientific courses in French taught by Francophone specialty professors.

56 professeurs de spécialité francophones ne font pas partie de notre étude parce qu’ils enseignent des matiốres scientiques (en franỗais) mais non pas le franỗais

Au total, le nombre des professeurs de franỗais commercial exerỗant leur travail actuellement dans des écoles supérieures du Vietnam est d’une quarantaine (Tableau 3.5)

Tableau 3.5 : Nombre de professeurs de franỗais commercial dans les ộcoles supérieures au Vietnam

Ecole supérieure de Commerce extérieur de Hanoi 10

Ecole supérieure de Commerce de Hanoi 13

Ecole supérieure d’Economie nationale de Hanoi 3 Ecole supérieure d’Economie - Université de Hue 1 Université des sciences économiques de HCM-ville 2

Around forty professors teaching commercial French in the country's business schools is not a large team These French language instructors have been trained in French language and/or economics in Vietnam and/or France.

Many French teachers hold a Master's or Doctorate in language and/or economics, and most are graduates of educational institutions where they teach However, some French professors are qualified in economics without holding a degree in French as a Foreign Language (FLE), which technically disqualifies them from teaching French Despite this, schools often hire them, believing that a francophone with a Master's in economics can effectively teach French in an economics context It is worth noting that these francophone professors with economics degrees sometimes participate in continuing education courses focused on FLE pedagogy.

Mộthodes et documents de franỗais commercial utilisộs pour la formation

57 mộthodes de franỗais commercial comme Le franỗais de l’entreprise, Le franỗais commercial, Le franỗais de la communication professionnelle, Affaires.com,

In the realm of business discussions, it's essential to highlight the French manuals imported from France Prominent authors favored by our educators include Jean-Luc Penfornis, Michel Danilo, and Beatrice Tauzin, whose works are highly regarded in the academic community.

Moreover, educators also utilize specialized and in-depth French business books such as "Doing Business in French," "The 40 Files in French for Business," and "New French for Business."

Tableau 3.6 : Liste des mộthodes et livres de franỗais commercial utilisộs dans les écoles supérieures d’économie au Vietnam

Nom du livre Auteur Editeur Année d’édition

Michel Danilo Odile Challe Pierre Morel

1990 Connaissances de la vie de l’entreprise et outils linguistiques correspondants pour communiquer dans l’entreprise

Le nouveau French for business

1994 Thèmes du monde des affaires présentés sous forme de dialogue en langage courant + textes authentiques ; niveau B2- C1 CECR

Nathan 1994 Ecrire des lettres commerciales

Le franỗais de la communication professionnelle

Michel Danilo Jean-Luc Penfornis

Affaires.com Jean-Luc CLE 2003 Thèmes traités = panorama du

Penfornis Internatio nal monde des affaires ; niveau requis B1-C1 CECR Affaires à suivre Anatole

2001 Communication en situation professionnelle à l’écrit et à l’oral ; niveau B1/B2 CECR

2011 Mộthode de franỗais professionnel pour adultes ; niveau A2/B1 CECR à atteindre

Faire des affaires en franỗais

Marie-Odile Sanchez Macagno Lydie Corado

1997 Langue franỗaise utilisộe dans un cadre économique et commercial ; situer l’entreprise dans son contexte socio- économique

Le franỗais du monde du travail

Eliane Cloose Presses universit aires de Grenoble

2012 Découvrir le fonctionnement de l’entreprise + lexique spécifique ; préparation au DFP Affaires B2 CCIP

Vocabulaire progressif du franỗais des affaires

2004 Vocabulaire des affaires et savoir-faire professionnel ; niveau B2-C1 CECR Maợtrisez le franỗais commercial en 40 dossiers

Pocket 2004 Connaissances de la vie économique francaise et la terminologie économique

CECR : Cadre Européen Commun de Référence pour les langues (Conseil de l’Europe, 2001) CCIP : Chambre de Commerce et d’Industrie de Paris

DFP : Diplụme de Franỗais Professionnel

A part ces livres franỗais, les FUFs de l’AUF disposent aussi d’un manuel de FOS à vocation économique et commerciale avec des thèmes scientiques liés à l’économie

Les enseignants utilisent également des documents de sources diverses comme livres d’ộconomie en franỗais et en vietnamien, journaux et magazines

59 économiques Les titres connus sont L’expansion, Les échos, Le capital, Le nouvel économiste, Le MOCI,

A common issue across all schools is the lack of a dedicated textbook or course specifically designed for teaching commercial French to the target audience Teachers often resort to gathering various books and selecting relevant content from a wide array of available materials.

The teaching of commercial French currently targets a significant audience of nearly 1,000 Francophone students pursuing economics degrees in Vietnam, alongside 500 students enrolled in partnership programs with a French university located in Vietnam, and hundreds more studying commercial French at the French Language Center The number of instructional hours varies across institutions In practice, commercial French is integrated into the Foreign Language module and is taught across various specializations in higher economic education in Vietnam, including foreign trade, business management, banking management, and economics-finance Notable institutions offering commercial French include the School of Foreign Trade, the School of Commerce, the National School of Economics, the University of Hue School of Economics, and the University of Economic Sciences in Ho Chi Minh City A team of around 40 professors delivers the commercial French curriculum across these schools, utilizing a diverse range of methods and materials, almost all of which are imported from France.

ÉTUDE DES REPRÉSENTATIONS DE L’ENSEIGNEMENT DU

Méthodologie de l’enquête

Identifying the perceptions of students and teachers regarding the teaching and learning of commercial French at the university level involves exploring their views, opinions, and insights on this practice This understanding provides valuable characteristics of the teaching and learning of commercial French within the Vietnamese academic context.

La population de recherche générale :

The study primarily focuses on French-speaking students preparing for a Vietnamese economics degree, as well as graduates from higher education institutions in Vietnam specializing in economics Additionally, commercial French teachers from these schools are included in our research population, as they play a significant role in this context.

61 principaux de l’enseignement/apprentissage du franỗais commercial qui vivent ou ont vécu l’expérience et peuvent avoir des représentations de cet enseignement

In our research population, we focus on final-year students, graduates, and professors Final-year students have either completed or are nearing the end of their commercial French program, providing them with a comprehensive understanding of the subject matter Graduates, already integrated into the professional environment, can assess the role and quality of commercial French education at the university level and suggest practical innovations Additionally, professors teaching commercial French to these targeted groups can offer valuable insights and evaluations regarding the teaching and learning processes involved.

We excluded students and teachers from ESC in our research, despite its large number of French-speaking individuals In this school, commercial French is taught only to French-speaking students enrolled in the localized marketing and sales bachelor's program, as well as to students in the new Vietnamese bachelor's program in Commercial French, which has been available since 2013.

However, the first group is not within the scope of our research, and the second group was only in their first or second year at the time of our survey, meaning they had not yet begun learning commercial French.

Pour constituer l’échantillon de notre recherche, nous avons formé trois groupes de personnes à enquêter :

- Des étudiants francophones en économie en 4 e année de licence de quatre écoles qui peuvent représenter les écoles d’économie au Vietnam

- Des étudiants diplômés de ces écoles qui travaillent actuellement dans une entreprise ou institution

- Des professeurs de franỗais commercial de ces ộcoles

To form the initial group of respondents, we targeted final-year economics students from four selected schools during the academic years 2014-2015 (ESCE, ESEN, UEHCM) and 2013-2014 (UEH) At ESCE, we distributed the questionnaire directly in class to all targeted students For the other three schools, we emailed the questionnaire to class leaders, who then forwarded it to additional students in their groups.

For the second group, the graduates from selected economics schools, we initially reached out to a few alumni to participate in our survey We requested these former students to complete our questionnaire and share it with their friends who are also graduates currently employed in various companies or institutions Consequently, the alumni disseminated our questionnaire via Facebook or email to their network of friends As a result, we do not have precise information on the total number of graduates who received our questionnaire.

For the third group, the commercial French teachers currently in service received the questionnaire in paper format at ESCE, while other schools participating in the survey were provided with an electronic version.

A questionnaire was distributed to 149 fourth-year students, several graduates, and 13 commercial French teachers, either on-site or online We collected and analyzed the returned responses to compile the data.

En rộalitộ, nous avons reỗu des questionnaires remplis par nos ộtudiants et enseignants qui se répartissent comme suit :

ESCE ESEN UEH UEHCM Total

Note : Le nombre d’étudiants en 4 e année interrogés de l’UEH est celui de l’année universitaire 2013-2014 ; Pour les trois autres écoles, les chiffres sont ceux de l’année universitaire 2014-2015

Questionnaires distribués On ne sait pas

- Groupe 3 : Professeurs de franỗais commercial

ESCE ESEN UEH UEHCM Total

= nombre des professeurs disponibles pour l’enquête

The sample collected is representative of our research population for several reasons: the surveyed fourth-year students and teachers comprise the majority of French commercial educators and learners from various higher education institutions across the three regions of northern to southern Vietnam; the participants willingly volunteered to complete the questionnaire.

Leurs réponses sont donc spontanées et non pas forcées, cela assure l’authenticité des représentations obtenues ou autrement dit des résultats de la recherche

The representativeness of our research sample is limited due to the small number of graduates surveyed, totaling just 30 individuals This constraint highlights a significant limitation in our study, as we were unable to gather more completed questionnaires despite our persistent outreach to alumni and multiple follow-up reminders It appears that the graduates may have been too occupied with their post-graduation commitments to participate.

Due to their busy schedules, the availability of graduates to respond to our questionnaire was limited However, we believe that this small sample is still representative, as the majority of respondents shared similar views on key aspects of teaching commercial French at the university level This homogeneity among the participants—Francophone graduates from Vietnamese economics schools working in companies—along with the specific focus of the study, supports the validity of our findings According to Albarello (2007), homogeneous populations surveyed on specific topics allow for smaller sample sizes For instance, if 28 out of 30 general practitioners agree on the effectiveness of a medication for a defined patient group, there is no need to expand the sample size to hundreds.

Nous utilisons deux outils principaux de collecte de données à savoir : questionnaire et entrevue

We utilize two types of questionnaires: the distributed questionnaire and the online questionnaire The distributed questionnaire is given to ESCE students during their French classes, while the online version is hosted on Google and shared with students from other institutions (ESEN, UEH, UEHCM) and alumni via a web link, allowing them to respond directly online Additionally, the electronic version of the questionnaire was emailed to select students and professors, who completed and returned it via email.

Conception du questionnaire : Nous avons conỗu trois questionnaires :

- Le questionnaire 1 (Q1) est réservé aux étudiants en 4 année

- Le questionnaire 2 (Q2) est destiné aux diplômés qui travaillent

- Le questionnaire 3 (Q3) est conỗu pour les professeurs

We carefully formulated relevant questions to identify the issue we aimed to study, specifically the perceptions of commercial French among the respondents We transformed the research problem into operational variables, making them measurable and quantifiable.

Plus précisément, notre questionnaire est composé de deux parties :

The first part of the questionnaires Q1, Q2, and Q3 features evocative questions for each key term related to the concept of teaching and learning commercial French: commercial French, teaching commercial French, and learning commercial French This approach serves as a technique to identify the core elements of a representation through a word association method Participants are prompted to reflect on the object of representation and provide the words or expressions that come to mind in relation to it (Fraisse, digital version).

Analyse des données de l’enquête

The study focuses on fourth-year university students aged 21 to 23, predominantly female (77%), reflecting the overall demographic of the research In Vietnamese francophone economics classes, female students significantly outnumber male students Participants have been learning French for a minimum of 3.5 years, with 34% studying for 5 years or less, 41% for 6 to 10 years, and 25% for over 10 years This highlights the diverse educational backgrounds in French language training across Vietnam, as students may begin their French studies in primary school, middle school, high school, or university Consequently, this diversity contributes to the heterogeneity of the target audience for teaching commercial French at the university level.

Age Homme ou Femme Nombre des années d’apprentissage du franỗais Homme Femme ≥ 5 ans 6 - 10 ans > 10 ans

The second group consists of 30 graduate students from four selected schools for the survey, with nearly three-quarters (73%) being women Their ages range from 23 to 27, and they graduated between 2007 and 2013.

72 travailler dans une entreprise ou institution non francophone (60%) que dans une entreprise franỗaise ou francophone (40%)

Année de sortie de l’université

Homme Femme Entreprise franỗaise ou francophone

The third group of researchers consists of 12 French commercial language teachers from four economic schools in Vietnam This group is predominantly female, with 92% representation, and their teaching experience in commercial French ranges from just one year to as long as 22 years Most teachers are aged between 33 and 37, with the youngest being 27 and the oldest, a retired professor invited by the school, at 62 years old.

Age Homme ou Femme Enseignement du franỗais commercial depuis

In this section, we conduct a vertical analysis of the data, which involves compiling the words mentioned by all three groups of respondents (students, graduates, teachers) for each term provided in the first part of the questionnaire: commercial French, teaching commercial French, and learning commercial French While these three terms differ in form, they converge in substance as they belong to the same conceptual field: the teaching and learning of commercial French The most frequently cited words represent the central elements of the common understanding among respondents regarding the studied subject.

In our research, fourth-year students constitute a significant portion (71%) of the sample, making their responses crucial to the final results Therefore, we have opted to present the most frequently mentioned words by these students regarding the studied subject in a separate table (Tables 4.1, 4.3, 4.5) This table will serve as a reference for analyzing the most cited terms by graduates and teachers in the comparative tables of responses from the three surveyed groups (Tables 4.2, 4.4, 4.6).

4.2.1.1 Reprộsentation sur ô le franỗais commercial ằ

Table 4.1 lists the most frequently mentioned words and phrases by students in response to the prompt regarding "business French." When asked to write down five words or expressions that come to mind when they hear "business French," students provided a variety of insights reflecting their perceptions and associations with the term.

Tableau 4.1 : Réponses des étudiants en 4 e année à la question d’évocation pour le terme ô le Franỗais commercial ằ (Questionnaire 1)

Mots évoqués Fréquence d’apparition Rang d’apparition

Pour lire le tableau : le terme ô ộconomie ằ est citộ par environ 57 % des ộtudiants et en moyenne, en deuxième position dans la liste de 5 mots proposés par chaque étudiant

In Graph 4.1, the terms are displayed based on their frequencies and ranks of occurrence This method of presenting the structure of social representation of an object is attributed to Legardez and Batteux (2002: 196) and is grounded in the central core theory.

Structure et organisation de la représentation des étudiants sur l'objet "le franỗais commercial" techniques commerciales économie difficile terminologie langue francaise interessant utile inutile monotone Cadran 1

Pour lire le graphique : le terme ô ộconomie ằ est citộ par environ 57 % des ộtudiants et en moyenne, en deuxième position dans la liste de 5 mots proposés par chaque étudiant

In the first quadrant of the graph, four frequently mentioned terms stand out: business techniques, economy, difficult, and terminology These terms indicate a core understanding among students regarding the subject of commercial French They reflect the stable and organizing nature of their representation of the topic Commercial French, or French for Specialties—a branch of French as a Foreign Language (FLE)—is perceived not merely as a language course but rather as an economics course Indeed, 57.28% of respondents highlighted terms such as economy, commerce, and business among their top responses, averaging a rank of 2.31 Additionally, many students (69.9%) referenced terms associated with business techniques and economic operations, including marketing, product, sales, exchange rates, finance, revenue, banking, and credit Consequently, commercial French is understood by them as a specialty course, although it is fundamentally a language course designed to teach specialized competencies.

Effective communication in professional settings is essential, with 44% of respondents indicating that the French language can be challenging to learn The complexity of business French is often highlighted, making it a difficult subject for many Additionally, the acquisition of specialized vocabulary is crucial, emphasizing the importance of terminology in mastering this language.

The connection of the most frequently mentioned terms by the three groups surveyed regarding the subject of commercial French allows for a comparison of these words, highlighting the strongest elements of the shared representation of the studied object.

Tableau 4.2 : Mise en relation des réponses des 3 groupes d’enquêtés à la question d’ộvocation pour l’objet ô Le franỗais commercial ằ (Q1, Q2, Q3)

Mots évoqués Etudiants Diplômés Enseignants

Fréquence Rang Fréquence Rang Fréquence Rang

4,2% 4,9 Monotone 12,6% 2,6 Non évoqué Non évoqué

In the context of commercial French, the term "difficult" is referenced by approximately 44% of fourth-year students, ranking third among five suggested words It is noted by 23% of graduates, placing it in second position, and by 25% of teachers, where it ranks fourth Overall, this term is mentioned by an average of 30.66% of respondents, with a ranking of 2.97.

According to Table 4.2, the representational meaning of commercial French among graduating students is highly focused and limited, primarily associated with the field of economics In fact, 77% of graduates reference economics or commercial techniques, such as import-export and marketing.

When graduates think of commercial French, they primarily associate it with economic terms, which make up 72% of the vocabulary mentioned This narrow focus limits the broader understanding of commercial French among graduates Additionally, four other elements—difficult, French language, terminology, and useless—account for 23% of the references and are also noted by fourth-year students, albeit less frequently Graduates perceive commercial French as challenging and demonstrate greater awareness of the importance of the French language and specialized vocabulary acquisition, yet they tend to be more pessimistic about its practical utility.

Teachers, like their students, frequently associate commercial French with economics and business techniques, with a notable 83% agreement and a high ranking of 1.4.

Sixty-five percent of the terms used by teachers in commercial French are related to commercial or economic techniques, indicating that they view the course as a specialized subject Furthermore, a higher percentage of teachers (42%) discuss the role of the French language compared to students (17.47%) and graduates (23.3%) This suggests that for teachers, commercial French encompasses both technical and linguistic knowledge This dual focus may contribute to the perceived difficulty of teaching commercial French, as noted by a quarter of the instructors Additionally, 25% of teachers believe that specialized vocabulary is essential, highlighting the importance they place on terminology in their teaching Ultimately, teachers are more likely than their students to recognize the utility of commercial French.

Structure et organisation de la représentation des enquêtés sur l'objet

"le franỗais commercial" techniques commerciales difficile terminologie langue franỗaise interessant inutile utile monotone cadran 1

PROPOSITIONS PÉDAGOGIQUES

Propositions générales aux écoles d’économie

Based on the survey results, we will propose concrete measures for the studied schools to address each identified gap in teaching from the previous chapter The recommendations presented here serve as general principles guiding the renovation of commercial French education in Vietnamese universities These principles are summarized in the appendices (Appendix 7) of the thesis, featuring an open and easily adaptable pedagogical guidance sheet for each higher education institution in economics.

In terms of methodology, French for Specific Purposes is a pragmatic subset of the French language, encompassing the lexical, morphological, syntactic, and stylistic means of expression used in a professional context In other words, the teaching of commercial French should equip students with the linguistic tools and language skills necessary for effective communication in business situations Therefore, the provision of technical knowledge should not overshadow the primary objective of the course.

115 que les connaissances de spécialité soient nécessaires pour comprendre et faire comprendre dans les situations de communication professionnelle

French commercial teachers should revise their teaching objectives to focus more on linguistic means (vocabulary, syntax, speech acts, stylistics) and language skills (comprehension and production in French) While it is possible to introduce basic concepts of economics and specialized knowledge, this should be done minimally, prioritizing the enhancement of communication in French Technical explanations of economics from language teachers—an erroneous practice in current teaching—should be removed from the curriculum.

To effectively assess the objectives of French commercial education, it is essential to enhance the evaluation activities by incorporating all four communicative competencies in a professional context during mid-term and final exams Current evaluation practices, which predominantly focus on written comprehension of economic texts and specialized terminology exercises, need to be revised Additionally, oral comprehension, which is currently overlooked, should be integrated into assessment tests alongside other exercises to provide a more comprehensive evaluation of students' skills.

5.1.2 Contenu et progression de l’enseignement

To effectively teach commercial French in Vietnamese economic schools, it is essential to establish a common curriculum This curriculum should focus on developing language skills necessary for professional communication It must outline the communicative competencies in French that all Francophone economics students in the country need to acquire.

Ensuite, chaque école va matérialiser ce tronc avec les thèmes spécifiques liés à la spécialité de formation de ses étudiants francophones

Nous nous basons sur différents éléments pour essayer de proposer ce tronc commun de franỗais commercial aux ộcoles d’ộconomie : 1) les situations de

The article highlights the prevalent professional communication methods in French, as outlined by Michel Danilo, including commercial French and corporate communication An analysis of recent graduates reveals that 67% are required to communicate in French with francophone clients or partners, with 63% specifically engaging with clients Common spoken situations include convincing a client or partner (50%), presenting a report with numerical data (43%), discussing issues in meetings (40%), and accepting or declining proposals (30%) In written communication, graduates frequently write letters for inquiries (70%), correspond with suppliers and clients (60%), draft reports or summaries (43%), and comment on numerical documents (23%) These findings indicate the specific communicative needs in French for students entering the workforce.

En considérant tous ces éléments, nous proposons un tronc commun de compộtences langagiốres à enseigner en franỗais commercial dans les ộcoles d’économie au Vietnam comme suit (Tableau 5.1) :

Tableau 5.1 : Proposition de tronc commun de compétences langagières à enseigner en franỗais commercial

Situations courantes de communication professionnelle

A l’oral Communiquer avec un client ou un partenaire

- Savoir renseigner un client sur un produit/

- Comprendre les demandes d’un client et savoir se renseigner sur leurs besoins

- Savoir accepter ou refuser une proposition Intervenir dans une - Savoir présenter un problème, ses causes et ses

117 réunion conséquences, proposer des solutions, défendre un point de vue ou réagir à une oppinion opposée Présenter un rapport, un compte de résultat, un projet

- Présenter des faits, exposer des problèmes, proposer des solutions …

- comprendre et savoir lire un document chiffré (tableau, graphique)

- expliquer les données chiffrées dans un rapport, un projet, un bilan, un compte de résultat

- exprimer une variation de la quantité

A l’écrit - écrire une lettre pour se renseigner

- correspondre avec un fournisseur ou un client

- savoir écrire une lettre, un message électronique : connaợtre la forme d’une lettre commerciale

- écrire pour se renseigner sur un objet, un produit, des conditions de vente

- écrire pour négocier sur les conditions de vente avec un fournisseur ou un client

- écrire pour présenter un produit et convaincre son client de l’utilité du produit

- écrire une lettre pour réclamer quelque chose./ répondre à une réclamation

- rédiger un compte- rendu, un rapport

- relater des faits de manière résumée soit par ordre chronologique des interventions, soit par thèmes abordés en regroupant les idées des intervenants dans une réunion

- préciser l’objet du rapport, présenter les faits, exposer les problèmes, proposer des solutions

- expliquer les données chiffrées dans un rapport, un projet, un bilan, un compte de résultat

- exprimer une variation de la quantité

Building on a common foundation, schools could tailor communicative situations around relevant economic themes Generally, according to surveyed graduates, the five most important topics to teach in business French include general economic concepts (67%), business practices, and more.

According to a survey, key areas of focus for education in economics include finance (73%), banking (67%), marketing (73%), and international trade (70%) Respondents also emphasized the importance of teaching accounting and business management These subjects address common themes in economics and should be incorporated into various economics degree programs However, each institution should also offer specialized topics tailored to the specific fields of study that their students are pursuing.

A review of the curriculum is essential to ensure better alignment between the teaching of commercial French and the specific areas of training For instance, students pursuing a business management degree should focus on topics such as business operations, marketing, corporate finance, payment methods, and business management in their commercial French studies Conversely, for banking management, relevant themes would include business financing, financial markets, payment methods, and risk management in payments.

To enhance the progression of teaching in commercial French, program designers and trainers must focus on two key aspects Firstly, it is essential to establish a coherent and logical progression between the topics taught, ensuring that each subsequent theme builds on the previous one while gradually increasing in difficulty For instance, in various economic specialties, one could begin with general economic concepts and fundamental business knowledge, which serve as the foundation for all economic activities Following this, the marketing theme can be introduced, as it is relatively easy to grasp and is a crucial operation for any business.

Economic institutions cannot operate effectively without certain key themes in their activities Topics such as international payments, transport insurance in foreign trade, payment methods, and risk management in banking and finance are essential Additionally, a balanced approach between commercial French content and economics courses taught in Vietnamese is recommended The selected themes in commercial French should align with those already covered in specialized Vietnamese courses to enhance teaching effectiveness and facilitate the acquisition of professional language skills.

In terms of methodology, French for Specific Purposes targets a specific professional sector, focusing on the specialized language and specific discourses relevant to that field Addressing practical challenges, it is essential to establish clear teaching objectives, develop a comprehensive training framework, and select appropriate classroom activities.

D’abord, les professeurs devraient redéterminer l’objectif de l’enseignement : faire acquérir aux étudiants des connaissances linguistiques et des compétences langagières nécessaires pour qu’ils puissent communiquer dans le monde professionnel

Training program designers in schools should create a framework for teaching business French by inventorying the language skills students need to communicate effectively in a professional context This framework should be developed through several steps: observing the professional environment, analyzing needs, collecting data from authentic discourse, analyzing the gathered data, and identifying linguistic content related to communication objectives Ultimately, the framework should catalog the essential skills identified throughout this process.

In our study of economics schools in Vietnam, we found that there is a lack of specialized training in commercial French The curriculum only provides course outlines with lesson titles and very general information regarding the communicative and linguistic objectives to be achieved.

To enhance the teaching content of commercial French, it is essential to specify the language skills to be acquired along with the corresponding linguistic resources For instance, when communicating in French about an organization's structure, it is important to identify key elements that contribute to effective presentation.

Tableau 5.2 : Exemple de référentiel pour l’objectif de présenter l’organisation d’une entreprise

Présenter l’organisation d’une entreprise à un public

- Comprendre l’organigramme d’une entreprise en franỗais

- Savoir expliquer en franỗais l’hiộrarchie, les fonctions de chaque poste et les relations entre les postes représentés sur l’organigramme

Propositions d’amélioration de l’enseignement à l’ESCE

In this section, we aim to reevaluate the commercial French training program at our institution, the School of Foreign Commerce, and subsequently propose adjustments based on identified gaps to enhance the quality of commercial French education.

5.2.1 Programme de formation gộnộral et place du franỗais commercial

At ESCE, several specialized training programs are offered, including Foreign Trade and International Trade, which have been available since 2013 and focus on teaching commercial French to Francophone students The framework for the Foreign Trade bachelor's program, adopted in 2008 and revised in 2010, is also applied to the International Trade bachelor's program The total credit hours for the general training program amount to 140, with 28 credits specifically dedicated to foreign language instruction.

Starting from the 2014-2015 academic year, students are required to complete 136 and 21 credits, with foreign language instruction spanning seven semesters in options such as English, French, Russian, Japanese, or Chinese In the francophone section, general French is taught during the first three semesters, followed by commercial French in the last four, totaling approximately 360 hours of commercial French classes This analysis focuses on the content of commercial French and its relevance to the International Business specialization, which is the most prestigious program at ESCE and has integrated commercial French into its curriculum for many years Graduates of this program are equipped with foundational and advanced knowledge in international trade, including international commercial transactions, negotiations for international sales contracts, international transport and insurance, international payments, international economic relations, trade in goods and services, and investment-related commercial issues.

127 à la propriété… (Programme cadre de la formation universitaire selon le système des crédits, ESCE, 2013)

La nouvelle spécialité Commerce international sera écartée pour le moment de notre analyse car les étudiants de sa première promotion n’ont pas encore commencé l’apprentissage du franỗais commercial

The adjustment of the commercial French program for the Foreign Trade specialization should focus on several key areas: aligning the commercial French course with the training specialty in terms of content and teaching progression; reducing the hours dedicated to commercial French while integrating scientific courses in French; and developing training reference materials and pedagogical guides.

5.2.2 Réajustement du contenu de l’enseignement

In our commercial French curriculum, the four main themes taught over four semesters include economics and business, marketing, banking and finance, and commercial correspondence, alongside economic and commercial translation To align with the professional skills required in the field of International Trade, key topics such as international economic relations, international marketing, transport and insurance, international payment, and international sales contracts should be emphasized Currently, commercial French only partially covers these areas, with significant focus on marketing and commercial correspondence (3 credits each), while crucial aspects like international payment, transport, and sales contracts are either overlooked or minimally addressed Therefore, it is essential for our school to reevaluate the commercial French content to better align with the International Trade specialization that students are pursuing We propose adopting the following key themes for teaching commercial French.

The article discusses the integration of international business elements such as international marketing, transport insurance, international payments, commercial correspondence, and international sales contracts into the curriculum It suggests that the current economic and commercial translation course should be replaced with a more concrete theme Furthermore, translation should not be treated as a standalone subject but rather as an activity incorporated into various themes throughout all semesters This approach would enhance the learning experience by blending translation with other relevant topics.

In the realm of assessment, it is crucial to align evaluations with the expected learning outcomes and teaching objectives To effectively assess language skills in French for business contexts, it is necessary to reorganize the evaluation structure Currently, midterm and final exams in commercial French at ESCE primarily focus on students' specialized knowledge, neglecting oral comprehension entirely Additionally, written comprehension and oral discourse production are either minimal or insufficiently addressed Therefore, moving forward, it is essential to incorporate a variety of exercises in assessments to evaluate all four language skills within a professional context.

5.2.3 Réorganisation de la progression de l’enseignement

Il faudrait ộgalement revoir la progression des thốmes abordộs en franỗais commercial et leur alternance avec les thèmes enseignés en cours de spécialité

The main themes we proposed earlier—business, marketing, payment, transport-insurance, commercial correspondence, and international sales contracts—are interconnected They can be addressed sequentially, with the first theme reserved for an introduction to the business world, covering essential business knowledge.

The survey results indicate that certain commercial French themes are taught before students encounter them in their specialized Vietnamese courses, leading to challenges in acquiring technical vocabulary and understanding relevant situations.

In the context of business communication in French, marketing is taught in the 5th semester, while international marketing is covered in Vietnamese in the following semester Additionally, international payments are discussed in the French commercial course on banking and finance during the 6th semester, with the Vietnamese equivalent introduced only in the 7th semester.

Tableau 5.3 : Progression actuelle du franỗais commercial en rapport avec les cours de spécialité à l’ESCE

Cours de spécialité Semest re

1 Notions d’économie de base et entreprise

3 Banque-finance et Correspondance commerciale

Note : Cette progression est actuellement appliquée aux étudiants francophones en 2 e , 3 e ,

4 e , année selon l’ancien programme de formation adopté en 2008 de l’ESCE

We believe that teaching any specific topic in commercial French should only occur once it has been learned or at least studied concurrently in Vietnamese during economics courses To ensure a balanced approach between commercial French topics and specialized courses covering the same themes, we have based our curriculum on the Framework Program for Foreign Trade training adopted by our school in 2013, which has been implemented since the 53rd cohort in 2014.

2018) La progression des thốmes en franỗais commercial devrait suivre le contenu des cours d’économie proposés dans le programme général (Tableau 5.4)

Tableau 5.4 : Proposition de thốmes et de progression du franỗais commercial en rapport avec les cours de spécialité à l’ESCE

2 Marketing international 5 Marketing de base 3, 4

3 Transport-assurance et correspondance commerciale

4 Paiement international et contrat de vente à l’international

According to our proposal, the theme of international business and commerce will be taught in the 4th semester, coinciding with the specialization courses in microeconomics, macroeconomics, international economic relations, and international trade policies, which are covered in the 3rd and 4th semesters.

Note : la progression des cours de spécialité concernés a été fixée dans le nouveau Programme de formation de l’ESCE adopté en 2013

Cette nouvelle alternance résoudra les problèmes actuels liés au manque de lien entre les thốmes enseignộs en franỗais commercial et ceux des cours de spộcialitộ

At ESCE, the current total instructional time dedicated to commercial French is substantial, amounting to 360 hours of classes However, students often perceive the course as monotonous and superficial, expressing a desire for more in-depth economic knowledge This situation prompts a reconsideration of our teaching approach, suggesting that it would be beneficial to equip students with both linguistic and technical skills in French Although our French instructors have partially implemented this dual focus, the quality of instruction remains inconsistent, leading to student dissatisfaction This issue is further compounded by the fact that language teachers may lack the necessary expertise.

To enhance the teaching of specialized subjects, it is essential for French-speaking instructors to deliver economics courses in French, particularly in our school where students possess a higher proficiency in the language compared to other institutions The curriculum would encompass 360 hours divided between two modules: French for Specialization and scientific courses taught in French This approach positions French for Specialization as a crucial bridge to facilitate the acquisition of professional knowledge conveyed in French.

5.2.5 Elaboration de référentiels de formation et de fiches pédagogiques 5.2.5.1 Elaboration de référentiels de formation

After identifying key themes and the progression of teaching, we need to develop training references in business French that outline the targeted communication objectives, the language skills to be achieved, and the linguistic resources required for acquiring these skills.

Tiêu đề	Enseignement Du Français Commercial Dans Des Écoles Supérieures D’économie Au Vietnam : Représentations Et Propositions D’amélioration
Tác giả	Đỗ Thị Thu Giang
Người hướng dẫn	Pr. Dr. Nguyễn Lõn Trung, Pr. Dr. Nguyễn Võn Dung
Trường học	Université Nationale de Hanoi
Chuyên ngành	Didactique du FLE
Thể loại	thèse
Năm xuất bản	2015
Thành phố	Hanoï

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