Objectifs de la recherche
Through the study of teaching principles related to written production, specifically in French report writing, and through field studies, we aim to identify the challenges faced by 11th-grade bilingual students in learning how to write reports Additionally, we propose pedagogical strategies that could enhance their learning experience and address these difficulties.
Méthodologie de recherche
In our research, we will initially employ a synthetic method of theories relevant to our topic We will consult documents on the reporting methodology from authors such as Louis-Marie Morfaux, Roger Prévost, B Chovelon, M.-H Morsel, Ghislaine Cotentin-Rey, Aline Gohard-Radenkovic, Claire Charnet, and Jacqueline Robin-Nipi The works of these authors provide invaluable references for our understanding of the fundamental theoretical concepts of reporting Subsequently, an analytical method will enable us to identify problematic situations through the analysis of students' assignments and surveys conducted with both students and teachers Based on this analysis, we will ultimately propose pedagogical approaches for teaching reporting to bilingual 11th-grade students.
Contenu de la recherche
Notre mémoire comporte trois chapitres : Dans le premier chapitre, nous aborderons les fondements théoriques concernant l’enseignement de la production écrite et ceux du compte rendu
In the second chapter, we will first examine the teaching of report writing to 11th-grade bilingual students, focusing on the textbooks used We will then analyze reports written by students at Chu Van An High School and interpret the results of surveys conducted with both students and teachers, which will enhance our understanding of learner motivation and the adopted teaching/learning methods This interpretation will also help confirm research hypotheses and draw conclusions Based on the observations and teaching experiences gathered, the final chapter will propose pedagogical recommendations, starting with the approach to teaching report writing to 11th-grade bilingual students and then addressing the correction of student assignments Additionally, we will present several pedagogical worksheets at the end of this chapter.
LA PRODUCTION ÉCRITE
Notions d’écrire
Writing is defined in various ways, but according to Larousse Savoir rédiger (1997), it involves using a pencil, pen, or any other medium to inscribe symbols on a surface, typically paper, that represent the words of a given language These symbols are organized to preserve or convey a precise message, known as the statement Therefore, writing serves as a medium, or channel, through which the writer communicates with the intended recipient of the message.
In his book "Techniques of Written and Oral Expression" (2002), Denis Baril emphasizes that writing serves as a form of communication that occurs at a distance, characterized by its persistent and definitive nature The writer operates remotely, away from the immediate presence of the recipient.
Deschênes emphasizes the connection between written production and cognitive development, stating that writing a text involves not only the physical act of forming letters, words, and sentences but also the crucial task of crafting a message that conveys the author's thoughts and informs the reader effectively (The Understanding and Production of Texts, 1988) He argues that the writing process necessitates significant cognitive work, including the elaboration and structuring of information, which arises from the interaction between the writer and the audience The writer must draw upon knowledge from memory regarding events, facts, or objects, while also organizing this information in a way that considers various external and internal factors, such as the anticipated reader, social context, the role they assume, and their intended purpose.
In his work, Deschênes highlights that text production can be viewed from multiple perspectives Firstly, descriptively, writing is a complex cognitive-motor activity aimed at conveying a specific message using a distinct form of language Functionally, writing serves as a means of communication that reveals one's perceptions and understanding, acting as a social transaction that meets societal needs over time and space Additionally, it is regarded as a form of learning, facilitating the acquisition and integration of new information, and addressing cognitive needs for knowledge adjustment Finally, from a cognitive perspective, writing is defined as an interaction between a writer and a communicative situation, focused on articulating a message in written discourse Deschênes concludes that writing involves processing both external and internal information through various successive or simultaneous mental processes.
According to Ferdinand de Saussure, writing is seen as a manifestation of thoughts and language Within industrial civilization, written communication serves as a specific informational circuit that acts as a vehicle for recording behavioral achievements and cultural expressions, reflecting the history and contemporary life of established institutions and societal actors.
The various definitions above lead us to recognize that written production is a form of communication where the writer uses written language and materials to convey a message to one or more potential readers This communication occurs through a specific type and genre of text, tailored to a particular time and place.
Producing a text in a foreign language, especially a second language, requires the writer to master the constraints of written communication and the appropriate linguistic tools for their expression level In a school context, students often lack authentic communication situations; they know they are writing for an instructor who is expected to have all the answers, must adhere to specific guidelines that limit their topics, and primarily write for evaluation rather than personal enjoyment Consequently, academic writing serves the sole purpose of demonstrating their skills These factors contribute to the unique characteristics and variations in teaching and learning written production in a second language within educational settings.
The concept of a written situation is defined as a communication scenario where writers compose texts for readers, or readers engage with documents created by writers This interaction occurs at a specific time and place, driven by particular reasons and objectives.
La situation de production écrite (écriture) comprend le scripteur, les relations scripteur / lecteur(s) et document ; les relations scripteur / document et contexte extralinguistique
The writer holds a defined social status but has the ability to shift roles and attitudes While belonging to a specific social group, they may aspire to join another, often adopting its lifestyle and language.
Il a également une histoire, un passé socio-culturel qui peut influencer ces productions verbales
The relationship between a writer and their readers is always present, as the writer crafts messages specifically for one or more readers This connection can significantly influence how the writer formulates their content.
The relationship between the writer, the reader(s), and the document is crucial The writer possesses a communicative intent and aims to evoke a specific response from the readers, influencing their thoughts or actions This intention is often reflected in the document through its purpose and the writer's interventions within their own discourse.
The relationship between the writer, the document, and the extralinguistic context is crucial, as the writer must consider not only their audience and communication intent but also the referent (the subject being discussed), the location, and the time of writing, all of which significantly influence the linguistic form of the document.
Quant à la situation de réception, elle se compose du lecteur, des relations lecteur / scripteur et document ; des relations lecteur / document et contexte extralinguistique
Le lecteur possède lui aussi son statut, son rôle, ses attitudes, son histoire, ses groupes d’appartenance et de référence qui entrent en jeu dans sa propre interprétation du document
Les relations lecteur / scripteur sont celles que le lecteur se fait à propos du scripteur et qui influent évidemment sur les lecteurs possibles du document
The relationship between the reader, writer, and document is shaped by the impact the document has on the reader, which may differ from the writer's expectations This effect is influenced by the reader's objectives, their assumptions about the text's meaning, and how they engage with the discourse presented.
The relationship between the reader and the document, along with the extralinguistic context, is significant because the interpretation of a text's meaning relies on the influence of the type of reference, prior knowledge, and the time and place where the reader engages with the text.
The components of a writing situation not only help us identify the role of each element but also enable us to understand the correlations between these elements and the influences they exert on one another in reading and writing activities.
1.3 RELATION COMPRÉHENSION-PRODUCTION DE TEXTES
Compte rendu
Le compte rendu est un type de production écrite au niveau avancé Il en existe de diverses définitions
Dans son ouvrage intitulé L’écrit, stratégies et pratiques (1995), Aline Gohard-
Radenkovic defines a report as an activity that summarizes and presents information gathered from an event, situation, document, or work, serving as a form of testimony Ghislaine Cotentin-Rey, in her book "Le résumé, le compte rendu, la synthèse" (1995), describes a report as a condensed text that highlights the main idea and its relationship with secondary ideas, aiming to reconstruct the logical structure of thought, even if it means deviating from the text's linear order She emphasizes the identification and potential description of the author's approach in the third person Michelle Fayet distinguishes a report from a summary in "Réussir ses comptes rendus" (2005), noting that a report is a faithful transcription of discussions held during meetings where participants collaboratively address needs, problems, or dysfunctions In these contexts, the report serves as an unofficial contract among participants, capturing their commitments at a specific moment.
The definitions above lead us to understand that a report is an activity through which we present and condense information gathered from an event, situation, document, or work.
A report serves to provide a concise yet accurate overview of information for those who did not attend the event or are unfamiliar with the presented document or work It effectively conveys essential details, saving time for your audience Additionally, it becomes a reference document that can be consulted at any time.
Michelle Fayet précise dans son même ouvrage Réussir ses comptes rendus (2005) cinq objectifs clés sous-tendant les comptes rendus
Regular plenary meetings are rare, as it is common for participants to be absent due to other professional commitments or vacations Additionally, it is crucial to keep management, clients, suppliers, partners, and the public informed about the topics discussed in specific meetings.
Information flows effectively through this pivotal document, moving upwards, downwards, and externally as needed A well-crafted report serves as an excellent communication tool for an organization, ensuring objectivity and rigor However, this is only true if the report is properly written.
The report provides the opportunity to convey content in varying degrees of synthesis, depending on the chosen type of report Some reports will systematically capture the positions and attitudes of individuals, as well as the tone of discussions, while others will focus solely on the substance of the messages conveyed Therefore, it is essential to select the appropriate document for the situation.
- Raviver la mémoire des participants
Meetings are becoming increasingly frequent, highlighting the necessity for reliable written records This need is further emphasized by a shared document that minimizes the risk of inaccuracies that may arise from imperfect note-taking, which is often the only reference in the absence of such a written record.
Additionally, for those who find it challenging to summarize a meeting, reading the minutes will undoubtedly help refresh their memory by recalling the discussions and the overall atmosphere of the gathering.
- Fournir un outil de travail efficace
Le compte rendu permet de poursuivre une réflexion commune en évitant les confusions possibles entraợnộes par la variộtộ des notes prises par des personnalitộs différentes, aux préoccupations parfois divergentes
Thanks to meeting minutes, everyone is now aligned with the same information, fostering consensus This collective memory enables swift and responsive action The significance of meeting minutes becomes evident when comparing the flow of information and decision-making speed in organizations with a solid policy for documenting meetings versus those without The results are striking Meeting minutes serve as a crucial communication tool among stakeholders, helping to minimize misunderstandings and save time when coordinating with clients, partners, and suppliers.
- Créer une mémoire écrite d’un vécu collectif
It is wise not to start from scratch every time, as experiences within services can provide valuable insights for future situations, enhancing responsiveness and efficiency Given that professional challenges often recur, having access to previously analyzed ideas and conclusions can be beneficial for everyone involved.
- Renforcer la qualité de la cohésion interne
This point holds greater significance than it may initially seem Through commonly shared language that shapes collective memory, a sense of cohesion can gradually emerge, transcending individual differences and diverse objectives Furthermore, by utilizing summary reports that eliminate personal opinions, team spirit can be strengthened.
The writing method and style fluidity are crucial for engaging readers and conveying seriousness through well-chosen words A well-crafted report serves as a powerful vehicle for ideas within a workgroup, stabilizing content and providing clarity, which in turn stimulates team collaboration and productivity.
A report serves to summarize a reading, performance, meeting, or event, incorporating the context of the communication Unlike a simple summary, it adheres to essential guidelines such as fidelity to the original, selection of key points, and structured presentation Depending on the type of text, the report highlights specific characteristics, reflecting how the creators addressed unique challenges For instance, a novel review illustrates how the work engages with the broader themes of narrative writing, while a performance report includes details specific to the event Regardless of their nature, all reports must follow certain established norms.
A report is a condensed version of a text, typically around one-third of its original length (Claire Charnel and Jacqueline Robin-Nipi, 1997:9) This definition highlights that a report is a rewritten summary that always contains fewer words than the original document Therefore, it is essential to ensure that the word count of the report remains approximately one-third of that in the studied document, allowing for a margin of 10% more or less.
A report must accurately reflect the original text while capturing all essential elements This means that the summary should include all critical information from the source material, while omitting unnecessary details, examples, digressions, or repetitions.
ENSEIGNEMENT DU COMPTE RENDU AUX ÉLÈVES DE CLASSE
Présentation générale
1.1 ENSEIGNEMENT DU FRANÇAIS DANS LE PROGRAMME D’ENSEIGNEMENT INTENSIF DU ET EN FRANÇAIS (EIDEF)
The EIDEF Program has been implemented in Vietnam since 1994 across 19 cities and provinces Its primary objective is to ensure that students achieve proficiency in French and use it as a means to access scientific knowledge through disciplines taught in French The curriculum and educational materials are designed to broaden students' understanding of the world, enhance their skills acquired in Vietnamese, and develop all competencies while introducing new study methods This approach equips students for successful university studies in Vietnam or abroad.
(Instructions MEF N° 7742 /GDTrH pour la réalisation du programme EIDEF du 1 er sept 2005)
Teaching French should equip students with language skills, techniques, and working methods to succeed in their studies and master French as a means of communication and academic work It is essential to prepare students for the demands of future university studies in Vietnam or abroad, particularly regarding competencies and learning methods.
The program aims for students to master Vietnamese and French after completing their baccalaureate, while also learning an additional foreign language such as English, Chinese, or Japanese This additional language is introduced in the 6th grade for students who have studied French since primary school and in the 10th grade for those who began in middle school Certain scientific subjects, including mathematics and physics, are taught in French to help students enhance their scientific vocabulary, understand scientific textbooks, express scientific concepts in French, and pursue specialized fields in French at the university level.
Le Programme EIDEF est mis en œuvre avec 2 cursus : cursus A et cursus B
The curriculum spans 12 years, from 1st to 12th grade in general education, with weekly schedules ranging from 420 to 540 minutes, totaling 231 to 300 hours per academic year Within this timeframe, French language and science subjects taught in French, including mathematics and physics, amount to 3,234 hours According to the new program, this total is adjusted to 3,225 hours as outlined in the bilingual francophone education plan attached to the Ministry's decision No 4113/QĐ-BGDĐT, dated June 16, 2009.
The B curriculum spans seven years, starting from the 6th grade and continuing until the end of the 12th grade It maintains the same weekly and annual schedule as the A curriculum, totaling approximately 2,079 hours of instruction Currently, the implementation of this curriculum is nearly extinct.
From 1994 to 2006, the implementation of the Bilingual Classes Program provided free textbooks and educational materials to institutions However, starting from the 2006-2007 school year, following the expiration of the Support Project and the introduction of the education socialization policy, students are now required to purchase their own textbooks The Ministry of Education and Training is requesting assistance from Francophone partners to help repurchase publishing rights from foreign publishers, while also emphasizing the need to improve existing textbooks and develop new ones that align with the program's growth requirements The following outlines the textbooks and educational materials used for the A curriculum.
In primary school, first, second, and third-grade classes utilize "Petite Grenouille 1 and 2" along with audio cassettes and discs to enhance oral comprehension Meanwhile, fourth and fifth-grade classes focus on "Ici et Ailleurs 4e, 5e" and "Ici au Vietnam 4e, 5e" to further their learning experience.
- Au collốge, c’est la collection Ici et Ailleurs, sộrie de 4 manuels de franỗais destinés aux élèves de la classe de 6 e à la classe de 9 e
In high school, students engage with the "Recueil de textes" for 10th, 11th, and 12th grades According to the authors, these books address the learning requirements of French at the secondary level, particularly in the context of teaching French as a second language in bilingual classes in Vietnam French is not only taught as a language but also serves as a medium to introduce other scientific disciplines, such as mathematics and physics.
Avec 7 cours de franỗais, 3 cours de maths et 2 cours de physique par semaine, les ộlốves des classes bilingues devraient avoir une bonne maợtrise de langue franỗaise Mais, en réalité, le niveau de langue de ces élèves n’est pas égal pour plusieurs raisons objectives et subjectives : paraisse / assiduité, aptitude innée, état psychologique, environnement d’apprentissage, méthode de travail des enseignants,… Cela aboutit à un problème que dans une classe, des forts et des faibles en franỗais doivent suivre les mờmes cours et étudier les mêmes textes Cela provoque des difficultés pour les enseignants dans le choix d’une démarche pédagogique adaptée
De plus, au lycée, les élèves ont plusieurs choix après le baccalauréat :
Bilingual students have the opportunity to pursue higher education in French-speaking universities or departments, both locally and abroad in francophone countries such as France, Belgium, and Canada This bilingual pathway significantly enhances access to higher education, whether in French or other languages Popular fields among bilingual students include economics, tourism, and computer science, reflecting the current economic growth in Vietnam.
- Pour les études supérieures non francophones, des élèves bilingues poursuivent des études universitaires en vietnamien ou partent dans un pays non francophone (USA, Australie, New Zélande)
En conclusion, le niveau des élèves bilingues n’est pas le même dans toutes les classes Mais chacun poursuit son propre objectif et cela les pousse à travailler davantage
Most bilingual class teachers are recruited through a national competition that includes experts from the Ministry of Education and Francophone partners Since 2000, recruitment has shifted to a dossier-based system as the teaching staff became stable These teachers are graduates of higher schools of foreign languages and have been supported by Francophone pedagogical advisors, benefiting from annual methodological training in Vietnam or France However, after 2006, with the conclusion of the program, funding bodies ceased their operational role and transferred responsibilities to the Ministry of Education Consequently, bilingual class teachers now receive very little ongoing training and often lack pedagogical meetings and methodological, material, and financial support.
1.2 COMPTE RENDU EN CLASSE DE 11 E
The report is one of the essential methodological skills required alongside others such as oral presentations, note-taking, summarization, interviews, dissertations, and synthesis, as outlined in the 11th-grade Text Collection This task falls under Theme 2, "The Musical Comedy," which provides students with insights into the diverse aspects of Francophone songs, the history of comedy, the benefits of music, and introduces them to the famous French musical "STARMANIA" by Luc Plamondon and Michel Berger This theme is divided into four units and a summary, with each unit following the same structure: CO, CE, CL, Methodology, EO, EE, and CF The activities related to the report are included in the Methodology and Written Expression sections, scheduled over two sessions per week.
The methodological objective of this theme is to equip students with the techniques necessary for writing reports By the end of each unit, students will be able to write a report on an article studied in the CE section.
The teaching of report writing logically follows the methodologies outlined in the high school curriculum In the second semester of the sophomore year, students are introduced to the concept of report writing through a comparison with summaries, providing them with foundational knowledge During the junior year, they engage in approximately eight 45-minute sessions focused on report writing, allowing them to delve deeper into theoretical issues and practice writing skills, particularly in the context of musical comedy Finally, in their senior year, the curriculum offers effective and engaging exercises related to report writing, centered around the theme of romantic encounters.
La méthode veut que l’enseignant respecte les deux principes suivants :
- Principe de répartition horaire : observer la répartition proposée au début de chaque unité, au moins pendant la première année
- Principes pour la gestion des objectifs et des contenus :
Emphasize practical skills over mere knowledge, focusing on helping students express themselves and gradually internalize language and methodological competencies Rather than aiming for exhaustive vocabulary or absolute precision, seek effective methods that promote a spiral progression in learning.
+ priorité à la réalisation des objectifs (terminaux et intermédiaires), à l’acquisition des compétences langagières et méthodologiques, pas seulement des connaissances thématiques ou grammaticales
Enseignement du compte rendu en classe de 11e
During our teaching experience, we observed that the report writing skills of 11th-grade students were lacking compared to their other written assignments To understand this phenomenon better, we analyzed reports written by these students and conducted two surveys—one targeting students and the other focusing on teachers The data collected will help us identify the challenges faced by both students and teachers in the teaching and learning of report writing.
2.1.1 Comptes rendus des lycéens de 11 e du lycée Chu Van An
To identify common errors made by students in writing reports, we analyze a corpus consisting of 10 student reports from varying performance levels (excellent, good, satisfactory, average, and poor) These assignments were completed by bilingual 11th-grade students at Chu Van An High School, based on the document titled "The Thousand Faces of Francophone Song."
Le Franỗais dans le monde septembre-octobre 2002 – N o 323) Ce document est extrait du Recueil de textes de 11 e
Cette analyse se réalisera progressivement selon les critères proposés dans le cadre théorique : le critère de longueur, le critère de plénitude, le critère d’individualité et le critère de cohérence
Nous avons élaboré un questionnaire de 10 questions (voir annexe) réparties en 6 thèmes
Le premier thốme (question 1) porte sur les objectifs d’apprentissage de franỗais des élèves
Le deuxiốme (question 2) vise à connaợtre leur avis sur les types de production ộcrite à rédiger
Le troisiốme (questions 3 et 4) vise à connaợtre leur avis sur le rụle du compte rendu pour eux et le type du compte rendu enseigné en classe
Le quatrième (questions 5 et 6) sert à tester les connaissances des élèves sur le compte rendu
Le cinquième (questions 7 et 8) consiste à une identification des difficultés rencontrées par les élèves dans la production d’un compte rendu
Le dernier thème (questions 9 et 10) a pour but d’identifier les remarques des élèves sur les textes de départ et les conseils pratiques concernant le compte rendu proposés dans leur livre
Tableau 1 : Structure du questionnaire Thème Nombre de questions
Thốme 1 1 Objectifs d’apprentissage de franỗais des ộlốves Thème 2 1 Degré de difficultés des types de production écrite Thème 3 2 Avis sur le rôle du compte rendu et le type de compte rendu enseigné en classe
Thème 4 2 Connaissances des élèves sur le compte rendu Thème 5 2 Difficultés rencontrées par les élèves en compte rendu Thème 6 2 Remarques sur ce qui concerne le compte rendu dans le manuel
In January 2009, a survey was conducted among bilingual 11th-grade students at Chu Van An and Amsterdam-Hanoi high schools, shortly after they completed their first-semester exams The students were eager to participate in the questionnaire, as the report had been taught in class during October and mid-December, ensuring that their knowledge was fresh and readily available for their responses.
Le questionnaire (en franỗais et en vietnamien) a ộtộ distribuộ directement à 70 ộlốves Nous en avons reỗu 70 en retour et le taux de rộponses de toutes les fiches ộtait de 100%
To gather insights into teachers' classroom practices, their feedback on student books, and the skills required for effectively writing reports, we administered a 9-question survey to 11th-grade teachers, organized into four key themes.
Le premier thốme (question 1, 2 et 3) vise à connaợtre leur avis concernant l’enseignement du compte rendu et les difficultés rencontrées par les élèves dans l’apprentissage du compte rendu
Le deuxième (questions 4 et 5) nous renseignent sur leurs remarques concernant les documents et les problèmes théoriques proposés dans le livre de l’élève
Le troisième (question 6) porte sur la démarche choisie par les enseignants pendant les cours de compte rendu
Le quatrième (questions 7 et 8) nous renseigne sur l’opinion des enseignants en ce qui concerne la durée, les techniques nécessaires pour le compte rendu et leurs propositions
Thème 1 3 Avis sur l’enseignement du compte rendu et les difficultés rencontrées par les élèves Thème 2 2 Avis sur les documents et les problèmes théoriques proposés Thème 3 1 Démarche suivie aux cours du compte rendu
Thème 4 3 Opinion sur la durée, les techniques requises et les propositions
We conducted this survey simultaneously with the one involving students, taking advantage of the teachers' availability right after they finished their lessons on the report Their feedback was therefore highly accurate.
Ces 9 questions ont ộtộ posộes aux 12 enseignants de franỗais au niveau lycộe à Hanoi Tous travaillent dans le programme d’enseignement intensif du et en franỗais, quelques-uns travaillent en même temps dans les classes à option, une enseignante s’occupe aussi des classes au niveau du collège Ils ont donc des expériences personnelles diffộrentes Nous avons reỗu en retour 12 fiches Le taux de rộponses ộtait de 100%
2.2 ANALYSE ET INTERPRÉTATION DES DONNÉES
2.2.1 Analyse des comptes rendus des lycéens de 11 e du lycée Chu Van An
Cette analyse se base sur les critères présentés dans la partie théorique : critère de longueur, critère de plénitude, critère d’individualité et critère de cohérence
The original text "Les mille visages de la chanson francophone" consists of 780 words, and the summary should ideally be 33.33% of its length, totaling 260 words However, students are allowed a margin of 10%, enabling them to write between 234 and 286 words The summary should focus solely on the main ideas, omitting details and examples from the original text.
The analysis of the reports allows us to create Figure 1 According to this statistical graph, 70% of the assignments adhere to the length requirement, containing between 241 and 282 words, which accounts for 30.7% to 36.1% of the original text In contrast, the remaining three assignments are significantly shorter, representing only one-quarter or one-fifth of the required text.
Figure 1 Longueur des comptes rendus
Le respect de la longueur dans la rédaction du compte rendu est nécessaire Mais il y a d’autres critères à assurer pour un devoir de bonne qualité
Outre le respect de la longueur, un compte rendu doit répondre au critère de plénitude, c’est-à-dire qu’il contient toutes les informations importantes et essentielles
Le texte initial Les mille visages de la chanson francophone comporte 7 idées principales :
- La mise en contraste de l’enracinement des ô chansons d’auteur ằ, ộtroitement liộes à la culture franỗaise et du dộveloppement irrộsistible des chansons modernes
- La naissance des chansons modernes avec Charles Trenet
- La rộception apparemment difficile des Franỗais envers les chansons modernes
- Les efforts de l’adaptation des nouvelles vagues de musique anglo-saxonne
- Le rock de 1960 à 1970 avec Johnny Hallyday, un “rock’n’roll attitude bien à la franỗaise
- La pop-rock des annộes 1975, qui fait l’union entre deux cultures franỗaise et anglo-saxonne, avec Jean-Jacques Goldman
- Le rock franỗais depuis 1975, adaptộ du rock anglo-saxonne, qui harmonise la musique rock et la chanson franỗaise (= texte), avec plusieurs groupes musicaux
Le dépouillement des productions des élèves nous amène au résultat suivant (Tableau 3) :
None of the assignments identify all seven main ideas from the original text, with only one recognizing six Five main ideas are found across five other texts, while the remaining four assignments contain only four ideas each This phenomenon indicates that students still face challenges in comprehending and summarizing texts effectively.
Individuality is a crucial criterion in report writing Students must rephrase ideas in their own words and express them in their unique style However, research indicates that 70% of students struggle to articulate essential information from the original text, often resorting to verbatim copying Many assignments end up being mere compilations of quotes, with some students attempting to rephrase original sentences, but often doing so clumsily Overall, students appear to have a poor grasp of effective paraphrasing techniques.
The analysis of student assignments reveals that all students (100%) utilized linking words in their writing, including additive connectors (first, then, next) and consequential connectors (therefore, thus, indeed) However, the usage of these connectors lacks precision and effectiveness.
2.2.2 Analyse du résultat de l’enquête auprès des élèves
Thốme 1 Objectifs d’apprentissage de franỗais des ộlốves
A significant majority of bilingual students (67.1%) view French as a prerequisite for pursuing higher education in France Additionally, 28.6% learn French to continue their studies in Vietnam A small percentage of students (4.3%) choose to study French out of a desire to explore the culturally rich country of France, known for its historical monuments and renowned literary works.
Ce résultat montre aussi que les élèves des classes bilingues ont bien défini leurs objectifs, donc ils sont trốs motivộs dans leur apprentissage du franỗais
Figure 2 Objectifs d'apprentissage de franỗais
0 Études en France Entrée à l’université
Découverte de la culture franỗaise
Thème 2 Degré de difficultés des types de production écrite
Figure 3 Degré de difficulté des types de production écrite
Très difficileDifficileAssez facileFacile
The analysis of Question 2 (Figure 3) reveals that writing a report is particularly challenging for most students, with 91.5% finding it difficult, compared to 0% for narrative or descriptive texts, 10% for explanatory texts, 22.8% for argumentative texts, and 48.6% for summaries The Vietnamese curriculum covers narrative, descriptive, explanatory, and argumentative texts, providing students with foundational knowledge in these areas during their French studies However, summaries and, especially, reports are new concepts for students, as these information condensation techniques are typically introduced only in high school.
Thème 3 Avis sur le rôle du compte rendu et le type du compte rendu enseigné
PROPOSITIONS PÉDAGOGIQUES
Enseignement de la théorie
1.1 LECTURE DE COMPTES RENDUS MODÈLES
As discussed in the previous chapter, students struggle to write effective reports due to a lack of theoretical knowledge Therefore, it is essential to provide them with theoretical lessons to enhance their understanding and writing skills.
To facilitate understanding, we propose an analytical reading of both the form and content of model reports before engaging in practical application This approach aims to familiarize students not only with the presentation structure of this type of report but also with techniques for summarizing, reformulating, and logically organizing ideas Through the texts studied, students will uncover the essential characteristics of reports that will serve as a reference for their writing tasks.
We offer an alternative approach that bridges reading and writing reports, beginning with the observation and analysis of existing reports that serve as models for crafting the text.
First, the teacher provides students with a model report and its original text The students carefully read the report, analyzing its structure—introduction, development, and conclusion—to understand the essential components of a report.
The teacher asks students to identify corresponding ideas from the original document for each main point in the report This approach helps them understand that the main ideas in the original text are rephrased when introduced in the report.
Enfin, à partir de cette analyse, l’enseignant fait dégager progressivement les caractéristiques du compte rendu et les étapes pour le rédiger
1.2 TECHNIQUES SERVANT AU COMPTE RENDU
A thorough understanding of the original text is essential for writing an effective report To comprehend a text well, it is important to employ reading strategies that are suited to each type of text Generally, the reading process involves three fundamental stages: global reading, scanning, and locating specific information.
The goal is to gain an overall understanding of a text to identify its type and make hypotheses about its subject and content To achieve this, it is essential to teach students effective analysis skills.
Le titre qui est souvent porteur de sous-entendus ou de jeux de mots
Le surtitre qui est écrit au-dessus du titre, en général en caractères différents
Le sous-titre qui est écrit sous le titre, souvent en italique Il le complète
A subheading serves as a marker within the text, positioned above a significant paragraph to introduce a key new idea and indicate the progression of thought.
The hat or box serves a similar purpose under different names, typically appearing as a bubble, rectangle, or square, either framed or featuring a distinct background color with unique typography Occasionally, it includes quotes or phrases taken directly from the text.
Understanding the nature of a text is essential for categorizing it accurately, whether it is informative, journalistic, political, narrative, argumentative, or a report, testimony, reflection, or presentation of a viewpoint Identifying these characteristics helps in analyzing the text's purpose and audience effectively.
La présence de l’émetteur et du récepteur pour préciser qui a écrit ce texte
(l’émetteur), à qui il s’adresse (le récepteur), sous quelle forme (présence de pronoms personnels, questions, affirmations, indignations, protestations, etc.)
This reading technique enables students to quickly grasp the overall idea or thesis of a text by focusing on familiar structures and expressions It is essential for them to avoid getting stuck on unfamiliar or complex words Additionally, students can benefit from carefully rereading the introduction and conclusion to enhance their understanding.
The teacher instructs students to identify and highlight linguistic markers in the text that indicate its structure, including key expressions, words, and phrases that convey the main idea They should also underline or circle significant passages that express and elaborate on the central themes of the text, while excluding illustrative examples, lists, repetitions, and redundancies.
Note-taking is essential for organizing information and reusing it in future oral or written expressions Various methods exist, including structured note-taking, keyword tables, tree diagrams, and mind mapping However, selective note-taking from reading materials is crucial for effectiveness To ensure efficient note-taking, the note-taker must
Establishing a personal system of abbreviations and symbols can enhance communication efficiency For instance, common terms can be shortened: "a lot" becomes "bcp," "before" is "avt," "men" is represented as "H," and "women" as "F." Additionally, "problem" can be abbreviated to "pb," "definition" to "déf.," "all" to "ts," "often" to "svt," "different" to "≠," "question" to "?", and "belongs" to "∈." This customized shorthand can streamline note-taking and improve clarity in written communication.
- noter les idées ou phrases qui semblent essentielles dans chaque paragraphe et résumer ces idées principales en une expression clé ou un titre
- noter les idées ou phrases qui paraissent secondaires ou complémentaires dans chaque paragraphe et les condenser en une expression clé ou en un sous-titre
- repérer et noter les connecteurs logiques entre chaque idée directrice afin de conserver l’ensemble de l’organisation du texte
- laisser de côté les exemples ou/et les illustrations
L’enseignant peut proposer aux élèves d’organiser leurs notes comme suit :
Première idée principale ou idée directrice → TITRE
Première idée secondaire → SOUS-TITRE Connecteur Deuxième idée secondaire → SOUS-TITRE, etc entre les idées
Deuxième idée principale ou idée directrice → TITRE
Première idée secondaire → SOUS-TITRE Connecteur Deuxième idée secondaire → SOUS-TITRE, etc entre les idées
Rephrasing noted ideas is a significant challenge for students Therefore, it is essential to equip them with fundamental techniques to condense information by expressing it in different ways.
- Remplacer une proposition relative par un adjectif, un participe passé/présent ou par une mise en apposition du substantif / adjectif principal de la relative
Démarche pédagogique d’un cours pratique
Since 11th-grade bilingual students primarily focus on summarizing written documents (such as articles, interviews, or transcribed conversations), we will concentrate on the process of reporting on a written document This involves four main steps: understanding the original text, reformulating and schematizing the content, drafting the summary, and proofreading the final version.
To ensure a thorough understanding of the original text, we suggest a reading approach based on three stages: global reading, scanning, and locating This method involves observing the text, achieving a comprehensive understanding, and then delving into detailed comprehension.
This sub-step enables students to gather information about the text type, its essential probable content, and occasionally the author's perspective Students should be able to identify the text to be analyzed through targeted questions.
+ A-t-il un titre? Un surtitre ? Un sous-titre? Des intertitres? Un chapeau ou l’encadré?
+ Est-ce un texte journalistique, littéraire, administratif?
+ Sont-ils présents, l’émetteur ou le récepteur?
Students can validate their observations and grasp the key ideas of the document, along with the author's intent, by reading and re-reading the text To enhance their understanding, they should consider the following questions:
+ Quel est le problème posé?
+ Quelles sont les idées principales de l’auteur?
+ Quelles sont les idées secondaires?
+ Quelles solutions l’auteur propose-t-il?
Au terme de cette phase, les élèves sont amenés à avoir une idée générale du thème traité et des arguments avancés par l’auteur
- Compréhension détaillée À cette sous-étape, les élèves doivent être capables de :
+ repérer les mots clés ainsi que les phrases qui développent une idée importante Il est indispensable d’identifier ces mots clés car ils aident à comprendre le déroulement logique du texte
+ encadrer les idées importantes, les paragraphes significatifs en relation avec la série de questions mentionnées dans la lecture globale
+ regrouper les paragraphes ó l’auteur traite d’un même point et les numéroter + faire attention aux mots de liaison puisqu’ils pourraient nous aider à mieux comprendre l’articulation du texte
When encountering unfamiliar words or confusing grammatical structures, individuals should note them for further examination If studying independently, they can refer to a dictionary or grammar guide, while those working with a teacher can seek clarification During exams or competitions, the challenge increases, but provided texts will often include notes or explanations, especially for acronyms, which require careful review In cases where no resources are available, understanding the overall context of the text can provide valuable assistance Additionally, some words may be referred to by different terms in subsequent paragraphs.
Words and expressions always exist within a context, which gives them connotations that can aid in understanding unfamiliar terms.
Identifying words belonging to the lexical field of a specific subject is crucial, as each text related to a particular topic carries a set of interesting words that form its lexical field These words are inherently connected to the text and can often be substituted with other terms from the same lexical field in a summary Establishing a lexical field enhances students' vocabulary and directs their attention to a wide array of possibilities.
Students are advised to take notes on a sheet divided into two columns: the left column is for key words, phrases, or main ideas aligned with the original text's structure, while the right column is reserved for later reformulation Using the notes from the left column, students will write their "personal translation" of the information or ideas in the right column, effectively reformulating the content This process requires students to utilize their linguistic knowledge and reformulation techniques to present the main ideas of the text without altering its meaning For the initial practical lesson on summarization, it may be beneficial for students to engage in this step collectively, either with the teacher or among themselves, to facilitate the learning process.
Avec les notes reformulées, les élèves doivent bâtir le schéma du compte rendu en adoptant un plan convenable Puis ils construisent les éléments essentiels de leur compte rendu :
In the introduction, students should identify the document by citing the title of the work, including the type of work if applicable, the author's name, their roles and titles if any, as well as the publication date and location Additionally, they must present the general theme of the document.
In their development, students will briefly present the main ideas outlined in the document The sequence of these ideas may follow the chronological order of the text if it is a linear plan, or they may be organized by theme if it is a thematic plan To achieve this, students will utilize their rephrased notes from the previous stage For each main idea presented, they will incorporate a logical connector to seamlessly transition between these ideas.
Pour conclure, les élèves peuvent reprendre la conclusion de l’auteur en la condensant et la reformulant par leurs propres mots
2.3 RÉDACTION À cette étape, les élèves doivent formuler en phrases complètes les idées introduites dans le plan Ils vont commencer par la présentation de la référence complète et exacte du texte, puis du thème abordé par l’auteur Il arrive que la référence du texte soit trop longue, les élèves doivent choisir une formulation brève en éliminant les facteurs inutiles tels que le nom de l’auteur ou le titre du texte pour économiser les mots
A report is a text written in indirect style, requiring students to use the third person and introductory verbs to convey the content They should incorporate the main ideas noted and structured in the previous two steps Students are encouraged to create simple or complex sentences, but direct copying of the original text is prohibited At the end of each main idea, a logical connector should be used to link it to the subsequent idea.
After presenting all the main ideas of the text, students craft a conclusion that highlights the author's intent and may reflect the conclusion provided in the original text.
Lors que les élèves écrivent leur compte rendu, ils peuvent utiliser certains verbes et formules pour présenter l’opinion de l’auteur ou pour s’y référer comme dans la liste suivante :
- Pour introduire le document : traiter de, aborder, s’agir de, raconter, relater, mettre en scène, s’articuler autour de, porter sur…
To convey the author's position, one can pose questions, reflect on the issues presented, comment on reports, and analyze related problems It is essential to estimate, affirm, announce, highlight, and confirm various aspects Additionally, proposing solutions and expressing a desire to see certain outcomes are crucial elements in articulating the author's viewpoint effectively.
- Pour citer ses sources : selon, d’après, suite à, de l’avis de…
- Pour indiquer un domaine : en matière de, dans le domaine, au sujet de…
- Pour exprimer une référence : quant à, pour sa part,…
- Pour conclure : Dans ce document, l’auteur cherche à s’interroger sur / à établir / à expliquer…; l’auteur tente de démontrer / de prouver que…; il veut souligner / mettre en relief / en valeur…
Pour assurer la cohérence du compte rendu, les élèves peuvent utiliser les articulations logiques qui se regroupent selon leur fonction :
- Introduire une série : tout d’abord / d’abord, pour commencer, etc
- Énumérer les étapes : premièrement, premier volet, premier point, première étape; deuxièmement, deuxième volet, etc…, ensuite; troisièmement, troisième point, etc…, enfin
- Ajouter un élément / renforcer une explication : Également, aussi, surtout (jamais dans ce sens en début de phrase!); ainsi, en effet, de plus, en outre, notamment / en particulier, etc
- Présenter une alternative : ou bien… ou bien…, soit… soit
In the writing process, students are required to present two arguments: on one hand, they must adhere to the specified word count; on the other hand, they can utilize a draft sheet with a grid of ten boxes per line to help manage their writing They should fill this grid in pencil for easy corrections, placing one word in each box If they find that their initial paragraph significantly exceeds the word limit, they will need to further condense their writing to meet the requirements.
Correction et évaluation d’un devoir de compte rendu
En didactique de langue seconde, il existe deux types de correction : la correction directe et la correction stratégique
The first type involves correcting every error in a written piece, including spelling, grammar, content, and text structure However, several studies have shown that this method appears to be less effective In fact, comprehensive correction, which requires the most effort from the teacher, does not help learners reduce their writing errors (Robb et Coll, 1981).
Furthermore, Leki (1991) demonstrated that some teachers struggle to understand the errors in their students' written texts, often correcting them in the same manner each time, and at times, they are unsure of how to address these mistakes effectively.
Bisaillon (1991) proposes a second type of error correction that emphasizes teaching a revision strategy for learners of French as a foreign language This strategic correction technique occurs in two stages: first, students are guided to identify their errors, and then they are asked to correct them We focus on strategic correction because it appears to be effective and does not overly discourage our students.
Pour un compte rendu, l’enseignant doit d’abord traiter les erreurs concernant les caractéristiques et la structure du texte : longueur, présence des références, organisation des idées, cohérence
Next, he will assist his students in identifying errors related to completeness and the ability to reformulate A summary is a rewritten text that condenses the original while retaining all essential and important information.
De plus, les informations doivent être reformulées
Enfin, l’enseignant attire l’attention des élèves aux fautes morphosyntaxiques, lexicales et d’orthographes
Voici notre proposition concernant le processus de traitement des erreurs dans le compte rendu des élèves
The teacher records all types of mistakes made by students on a loose sheet of paper He makes photocopies of this sheet to distribute to the students and asks them to read it.
Les ộlốves vont reconnaợtre leurs propres phrases et essayer d’identifier les erreurs et de les corriger Ils peuvent ainsi corriger leurs propres erreurs et celles de leurs camarades
The teacher asks students to suggest corrections for errors noted on the board, ensuring the entire class can follow along For each correction proposed, the teacher requests explanations and comments If the explanations are accurate and the suggestions correct, the teacher writes the new sentences on the board for students to copy into their notebooks Occasionally, students may provide good explanations but fail to find the correct solution, or they may identify the error yet struggle to explain it; in such instances, the teacher steps in to assist.
This correction method is highly effective, as students remain motivated during the lesson and carefully read their mistakes to identify and correct them afterward However, this activity requires significant time investment from both the teacher for preparation and the students during class.
L’évaluation du compte rendu rédigé par les élèves doit se baser sur les critères d’évaluation communs pour toutes les productions de texte dont le tableau EVA est une référence
Texte dans son ensemble Relations entre phrases Phrases
(1) - L’auteur tient-il compte de la situation (qui parle ou est censé parler ?
- A t-il choisi un type d’écrit adapté (lettre, fiche technique, conte…) ?
- L’écrit produit-il l’effet recherché (informer, faire rire, convaincre…) ?
(4) - La fonction de guidage du lecteur est- elle assurée ? (utilisation d’organiseurs textuelle : d’une part… d’autre part ; d’abord, ensuite, enfin…)
- La cohérence thématique est-elle satisfaisante ? (progression de l’information, absence d’ambiguùtộ dans les enchaợnements…)
(7) - La construction des phrases est-elle variée, adaptée au type d’écrit ? (diversité dans le choix des informations mises en tête de phrase…)
- Les marques de l’énonciation sont-elles interprétables, adaptées ? (système du récit ou du discours, utilisation des démonstratifs…)
(2) - L’information est- elle pertinente et cohérente ?
- Le choix du type de texte est-il approprié ?
- Le vocabulaire dans son ensemble et le registre de langue sont-ils homogènes et adaptés à l’écrit produit ?
(5) - La cohérence sémantique est-elle assurée ? (absence de contradictions d’une phrase à l’autre, substituts nominaux appropriés, explicites…)
- L’articulation entre les phrases ou les propositions est-elle marquée efficacement (choix des connecteurs : mais, si, donc, or…)
(8) - Le lexique est-il adéquat ? (absence d’imprécisions ou de confusions portant sur les mots)
- Les phrases sont-elles sémantiquement acceptables ? (absence de contradictions, d’incohérences…)
(3) - Le mode d’organisation correspond- il au(x) type(s) de texte(s) choisi(s) ?
- Compte tenu du type d’écrit et du type de texte, le système de temps est-il pertinent ? homogène ? (par exemple imparfait/passé simple pour un récit…)
- Les valeurs des temps verbaux sont-elles maợtrisộes ?
(6) - La cohérence syntaxique est-elle assurée ? (utilisation des articles définis, des pronoms de reprise…)
- La cohérence temporelle est-elle assurée ?
- La concordance des temps et des modes est- elle respectée ?
(9) - La syntaxe de la phrase est-elle grammaticalement acceptable ?
- La morphologie verbale est-elle maợtrisộe ? (absence d’erreurs de conjugaison)
- L’orthographe répond- elle aux normes ?
(10) - Le support est-il bien choisi ? (cahier, fiche, panneau mural…)
- La typographie est-elle adaptée ? (style et taille
(11) - La segmentation des unités de discours est- elle pertinente ?
(12) - La ponctuation de la phrase est-elle maợtrisộe ? (virgules, parenthèses…)
- Les majuscules sont- des caractères…)
- L’organisation de la page est-elle satisfaisante ? (éventuellement présence de schémas, d’illustrations…) typographique avec décalage, sous-titres…)
- La ponctuation délimitant les unités de discours est-elle maợtrisộe ? (points, ponctuation du dialogue…) elles utilisées conformément à l’usage ? (en début de phrase, pour les noms propres…)
Gilbert Turco, 1998 Dans ce tableau, les trois unités sont prises en compte : le texte dans son ensemble, la relation entre les phrases et les phrases
En nous basant sur ce tableau de critères d’évaluation, nous établissons une grille d’évaluation des épreuves de compte rendu
Respect des caractéristiques du genre
- présence des éléments de référence (titre, auteur)
- présence d’un contenu informatif (résumé)
- Respect de la longueur fixée
Restitution du contenu du texte
- exactitude des informations : toutes les informations sont correctes (ni erronées, ni inventées)
- objectivité par rapport au texte
- correction de la segmentation éventuelle en paragraphes
- correction de l’orthographe et richesse du vocabulaire
- correction de la syntaxe et degré de complexité des phrases
In our evaluation grid, over half of the score is based on linguistic performance, while 40% focuses on skills such as comprehension and text contraction techniques Mastering effective reporting techniques is crucial, but success is not guaranteed if morphosyntactic accuracy and expression complexity are lacking The ability to apply these techniques relies on a flexible and sophisticated use of language Therefore, in report writing courses, it is essential to provide students with a variety of syntactic and lexical exercises in addition to methodological techniques.
Currently, the "Recueil de textes" collection serves as the official textbook in bilingual high school classes While these books offer undeniable strengths, such as authentic documents, diverse themes, and a reasonable balance of communication skills, they also present areas for improvement, including the need for clearer theoretical explanations and document accountability To help students effectively acquire the characteristics and techniques of report writing through comprehensible materials, it is essential to seek supplementary documents and diversify themes and text types.
Educational websites are valuable resources for teachers, offering model reports, guidelines for writing effective summaries, and practical exercises for students Notable sites include http://users.skynet.be, http://www.studyrama.com, http://francais-au-lycee-dz.e-monsite.com, http://www.vanin.be, and www.bonjourdefrance.com Additionally, there is a wide range of recommended books available for further consultation.
Réussir le DELF-DALF compte rendu – résumé – synthèse, CALI C., DUPUIS V.,
Rédiger un résumé, un compte rendu, une synthèse, CHARNET C., ROBIN-NIPI
Le résumé – Le compte rendu – La synthèse, CHOVELON B., MORSEL M.-H.,
Lecture et prise de notes, CHEVALIER, BRIGITTE, 1992, Paris, Nathan
Annales du DALF, COMMISSION NATIONALE DU DELF ET DU DALF, 1996,
Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer, CONSEIL DE l’EUROPE, 2001, Didier
Le résumé, le compte rendu, la synthèse, COTENTIN-REY G., 1995, , Paris, CLE
L’écrit, stratégies et pratiques, GOHARD-RADENKOVIC A., 1995, Paris, CLE
Concernant le temps consacré aux cours du compte rendu, nous proposons une progression de 12 séances qui sont répartie en 4 semaines :
- 2 séances de 45 minutes pour la révision des techniques servant au compte rendu (stratégies de lecture, prise de notes, reformulation, schématisation)
- 2 séances pour l’étude d’un compte rendu modèle et la découverte des caractéristiques, des étapes de rédaction d’un compte rendu
- 2 séances pour la pratique : les élèves vont rédiger eux-mêmes le compte rendu d’un texte avec les suggestions de l’enseignant
- 1 séance pour la correction des devoirs rédigés par les élèves
- 4 sộances pour les exercices d’entraợnement avec les documents de longueur et de type différents : les élèves peuvent écrivent le compte rendu à la maison et en classe c’est la correction
- 1 séance pour l’évaluation : l’enseignant demande aux élèves de faire un compte rendu d’un texte de 350 mots à 400 mots
Nous allons illustrer nos propositions par deux fiches pédagogiques L’une porte sur le compte rendu d’un article de journal, l’autre sur celui d’un entretien
5.1 FICHE 1 : COMPTE RENDU D’UN ARTICLE DE JOURNAL
Les mille visages de la chanson francophone
(Recueil de textes 11 e - Thème 2 – Unité 2)
In 2002, the landscape of contemporary music in France, encompassing rock, pop, rap, and techno, revealed a rich tapestry of genres and influences These musical styles are interconnected through various cultural and historical filiations, reflecting the diverse evolution of the French music scene Analyzing this vibrant world necessitates a subjective approach, as it is shaped by individual tastes and societal trends, ultimately providing insights into the dynamics of current musical expressions.
The Grande Chanson Française has historically posed challenges for the Jeune Chanson Française, as it was often deemed fashionable among the youth, influenced by Anglo-Saxon rock, to criticize French music as outdated This perception created a divide, with younger generations feeling disconnected from their parents' musical preferences and viewing France's music scene as unable to embrace new musical trends.
To counter this argument, it is essential to invoke the concept of cultural exception through the rich French tradition of "chanson d'auteur." This genre has remained strong over the decades, with the appreciation for lyrical content being a fundamental aspect of Francophonie A brief historical note: modern chanson emerged in France with Charles Trenet's "Je chante" in 1937 However, Trenet is not the sole foundation of this modern genre; other influential artists include Georges Brassens, Jacques Brel, Léo Ferré, Charles Aznavour, Gilbert Bécaud, and more recently, Serge Gainsbourg.
Aujourd'hui, les frontières s'effacent Par exemple entre la chanson et le rock (Jean-Jacques Goldman fait-il du rock ou de la chanson ?)
In a world where taste segmentation has become the norm, this trend appears to be a unique aspect of French culture It is within this realm of blurred boundaries that the pursuit of quality and high audience engagement coexist most effectively today.
Essayons maintenant de dresser des pistes d'exploration, de présenter des artistes que l'on peut entendre actuellement en France à travers quelques regroupements, tendances, tribus
Iconic Artist: Johnny Hallyday The roots of rock in France can be traced back to Boris Vian and Henri Salvador, who, as early as 1954, playfully parodied American rock with songs like "The Dentist's Blues" and "Rock and Roll Mops." Following them was Johnny Hallyday, who, while not exclusively a rock artist, consistently embodied a "rock 'n' roll attitude." This attitude highlighted a rebellious spirit within a genre that, at the time, intimidated the bourgeoisie.
Autres propostions
Thème 2 – Unité 4 : La comédie musicale
Psychophonie : Eh bien, chantez maintenant!
Singing can enhance self-awareness and transform behavior, a concept central to Psychophony, a vocal therapy While its most recognized application is prenatal singing, successfully embraced by many expectant mothers, this practice is beneficial for everyone Meet Marie-Jo Cardinale, founder of the Collège de Psychophonie Marie-Louise Aucher and author of "Well in My Voice, Well in My Life."
Doctissimo explores the concept of Psychophonie, a technique developed by Marie-Louise Aucher that focuses on vocal work through vocalizations and singing This practice aims to enhance self-awareness and positively impact one's way of being.
Psychophony is a unique form of self-experimentation where individuals focus on their own voice and its impact on their body Unlike listening to music or songs, Psychophony emphasizes the personal exploration of vocal expression It is often described as a method to "find one's voice" and connect with one's true self.
Doctissimo : Comment le chant peut-il avoir une intluence sur le corps ou l'esprit?
Marie-Jo Cardinale emphasizes that it is not a specific sound that magically affects the body, nor is it simply about using certain musical notes for particular issues Instead, the focus is on recognizing the body's receptiveness to sound, followed by the practice of vocalization and singing This process includes relaxation and decompression, but these are not the ultimate goals Additionally, working on the five senses allows singers to deepen their understanding of the benefits of singing on the body Psychophony thus facilitates a greater awareness of one’s body and encourages self-listening and mindfulness.
Doctissimo : Concrètement, quel type de musique ou de chant utilisez-vous?
Marie-Jo Cardinale emphasizes the significance of vocal exercises, particularly the well-known "ô la belle eau ằ," which utilize mental imagery to enhance the singing experience These vocalizations serve not only as a sonic immersion but also as a powerful tool for expressing and managing emotions and feelings.
We also utilize a variety of songs, ranging from Mozart to Brassens! The key is to express one's feelings freely The lyrics play a crucial role, as they allow us to articulate emotions that are often difficult to convey in everyday life.
Doctissimo highlights that Psychophonie is a discipline accessible to everyone, regardless of musical background It caters primarily to adults but is also beneficial for a wide audience, including pregnant women through prenatal singing Additionally, it shows promising results in working with autistic or disabled children and can be a valuable approach for certain psychiatric disorders Ultimately, its main focus is on enhancing well-being for the general public.
Doctissimo : Vous parliez d'une démarche personnelle Mais peut-on envisager de pratiquer la
Psychophonie can be beneficial for couples as it offers a way to rediscover each other and break free from traditional patterns It encourages new approaches and shared experiences However, it's important to note that psychophonie is not a support group or a form of group therapy.
Propos recueillis par Alain Sousa
- Consigne : Rédigez le compte rendu du document Psychophonie : Eh bien, chantez maintenant!
- Objectif méthodologique : les élèves seront capables de rédiger le compte rendu d’un entretien
- Déroulement : nous suivons toujours une démarche avec les 4 activités
The teacher instructs students to examine the document closely, noting its title and formulating hypotheses regarding its subject and content They are encouraged to respond to specific questions that guide their analysis and interpretation of the material.
+ Quelles indications donne le titre?
- Compréhension globale : les élèves lisent et relisent le document puis répondent aux questions :
+ Cet entretien, porte-il sur quel sujet?
+ En quoi consiste exactement la Psychophonie?
Psychophony can benefit a wide range of individuals seeking emotional and mental well-being Various types of music, including classical, ambient, and nature sounds, can be effectively utilized in this practice The effects of Psychophony on the body and mind include enhanced relaxation, reduced stress, and improved emotional balance Additionally, the instructor incorporates a True or False exercise to engage participants and deepen their understanding of this therapeutic method.
La Psychophonie permet d’étudier l’effet de la musique sur la santé de l’homme
Chaque son a sa propre influence sur un problème mental
La pratique des vocalises nous apprend à nous écouter
Les chants sont utilisés dans le but de libérer nos sentiments
Ce qui importe, c’est la musique et non le texte
L’application prioritaire et la plus efficace s’adresse aux femmes enceintes
Avec cette thérapie, on a constaté également des résultats encourageants sur les handicapés
La Psychophonie s’avère efficace dans la pratique à deux ou collective
- Compréhension détaillée : l’enseignant demande aux élèves de relire attentivement l’entretien, puis de noter tout ce qui est essentiel dans les réponses de Marie-Jo Cardinale dans le tableau suivant :
Mots ou phrases-clés Reformulation
In Activity 2, the teacher instructs students to create a schematic representation of the report based on the adopted outline, incorporating the key ideas identified in Activity 1 while adhering to the essential components of a report.
- Les élèves formulent en phrases toutes les idées présentées dans le plan tout en supprimant ou ajoutant des éléments nécessaires pour rendre le texte cohérent et objectif
- L’enseignant demande aux élèves de faire attention :
+ à l’utilisation du style indirect (troisième personne) + à l’utilisation des connecteurs logiques
+ au respect de la longueur exigée en utilisant une grille qui leur permet de compter facilement le nombre de mots écrits
- Les élèves relisent le texte tout en utilisant la grille ATOLS pour qu’ils puissent corriger des fautes d’accords, de temps, d’orthographe ou des erreurs lexicales et syntaxiques
- L’enseignant demande aux élèves de répondre aux questions pour vérifier s’il s’agit d’un bon compte rendu :
+ Est-ce que la référence du texte est présente?
+ Est-ce que toutes les idées essentielles de l’entretien sont introduites dans le compte rendu?
+ Est-ce qu’il y a des connecteurs logiques?
+ Est-ce qu’il y a une conclusion?
+ Est-ce que les ponctuations sont bien utilisées?
+ Est-ce que le texte est objectif?
+ Le titre nous renseigne sur la Psychophonie, une thérapie vocale
+ Le document est la transcription d’un entretien
+ Les questions du journaliste et les réponses de l’interviewée
+ Marie-Jo Cardinale, fondatrice du Collège de Psychophonie Marie-Louise Aucher et auteur de ô Bien dans ma voix, bien dans ma vie ằ
The topic of the discussion is Psychophony, a vocal therapy that emphasizes voice practices and vocalizations This therapeutic approach enables individuals to gain a deeper self-awareness, regulate their behavior, and enhance their emotional expression.
This discipline is accessible to a wide audience, with its most recognized application being prenatal singing for expectant mothers Additionally, it has shown promising results when used with children who are autistic or have disabilities.
+ Ce sont des séries de vocalises On peut aussi utiliser différents chants, qui vont de Mozart à Brassens
Singing has a profound impact on the five senses, allowing singers to explore the benefits of vocalization for the body It enhances self-awareness, promotes better posture, and encourages individuals to listen to themselves Additionally, singing fosters relaxation and helps with overall body relaxation.
La Psychophonie permet d’étudier l’effet de la musique sur la santé de l’homme x
Chaque son a sa propre influence sur un problème mental x
La pratique des vocalises nous apprend à nous écouter x Les chants sont utilisés dans le but de libérer nos sentiments x
Ce qui importe, c’est la musique et non le texte x
L’application prioritaire et la plus efficace s’adresse aux femmes enceintes x
Avec cette thérapie, on a constaté également des résultats encourageants sur les handicapés x
La Psychophonie s’avère efficace dans la pratique à deux ou collective x
- Introduction : + Marie-Jo Cardinale, fondatrice du Collège de Psychophonie Marie- Louise Aucher
Psychophony, a vocal therapy, offers practices centered around voice and vocalizations that enable users to gain greater self-awareness, regulate their behavior, and enhance their emotional expression.