GÉNÉRALITÉS SUR LA REPRÉSENTATION SOCIALE ET L’ENSEIGNEMENT DU FOS
Concept de représentation sociale
The concept of representation, first introduced by Emile Durkheim in the 19th century, has since been explored by numerous sociologists It consistently relates to how we think, interpret, and engage with our daily reality and our relationship with the world Consequently, representation has evolved into a significant theory frequently employed in research within the social sciences.
To enhance our understanding of the fundamental concept of our research, we aim to explore the evolution, functions, characteristics, and mechanisms of the notion of representation.
In the 19th century, French sociologist David Emile Durkheim (1858-1917) was the first to explore the concept of "collective representations" through the study of religions and myths Durkheim (1912, digitized version 2008) stated that the earliest systems of representation humans created about the world and themselves are of religious origin He emphasized that religious representations are collective in nature, reflecting shared realities, while rites are actions that emerge within assembled groups to evoke, maintain, or recreate specific mental states Durkheim distinguished between collective representations and individual representations, noting that the latter reflect individual psychological states, whereas collective representations embody the conditions and organization of the community, influenced by its religious, moral, and economic institutions This distinction highlights the fundamental difference between the individual and the social, asserting that collective representations cannot be derived from individual ones, just as society cannot be deduced from individuals.
In the 20th century, the concept of social representation emerged as a focal point in human sciences, encompassing fields such as social psychology, cognitive psychology, psychoanalysis, history, sociology, anthropology, and linguistics This article will explore various interpretations of this concept from different scientific perspectives.
Social psychology, as defined by E Durkheim (1898), focuses on the study of social representations These representations exist at the intersection of the psychological and the social, as well as the individual and the collective They conceptualize the social as cognitive, linking cognitive properties to social dimensions that are intertwined with affective and symbolic elements.
Cognitive psychology has highlighted the structural properties of representation; however, its models, which are grounded in artificial intelligence, detach the mental process from its social, psychological, and physical foundations.
Pourtant, Henri Wallon (1942), puis plus tard Jean Piaget (1950), ont démontré l’importance de la base motrice posturale et imitative dans la représentation
Michel Foucault (1966) introduced the concept of epistemè, which refers to a worldview that encompasses various paradigms and individual mental representations related to the practices of the world, history, and cosmology.
Par ailleurs, les travaux de John Searle (1983) postulent un arrière fond culturel, un savoir tacite, des conventions, c’est-à-dire ce qui dans la représentation est social
De sa part, D Kaes (1976 : 34, 451-463), dans une perspective clinique inspirée de la psychanalyse, articule dans ses travaux les processus cognitifs, les représentations à l’ordre des désirs et des affects
Les apports récents de l’histoire (Georges Duby, 1978), de la sociologie (Pierre Bourdieu,
In 1982, anthropologist Marc Augé highlighted the crucial role of representation in shaping social orders and relationships, guiding collective behaviors, and transforming the social world.
In France, the concept of social representation was significantly developed by Serge Moscovici, who explored how new scientific or political theories are disseminated within a culture, transformed during this process, and subsequently alter individuals' perceptions of themselves and their world Moscovici highlighted the role of social representations in establishing a consensual reality and their socio-cognitive function in integrating novelty, guiding communication, and influencing behavior He proposed that social representations could be studied either as comprehensive contents, where dimensions such as information and values are coordinated by an organizing principle like attitudes and norms, or as focused structures of knowledge that organize all meanings related to a specific object.
Various researchers focus on social representations, including psychosociologists like Chombart de Lauwe, Robert Farr, Denise Jodelet, and Claudine Herzlich, as well as anthropologists such as Laplantine, sociologists like Bourdieu, and historians including Ariès and Duby Their research spans a wide range of topics, including representations of health and illness, the human body and mental illness, culture, childhood, and professional life Additionally, they explore the relationship between social representations and action, as highlighted by Jean-Claude Abric.
In conclusion, the concept of social representation, which emerged in the 19th century, has undergone significant evolution throughout its history It has now become a key notion in research within the social and human sciences.
Il existe de diffộrentes approches qui envisagent la faỗon dont s’ộlaborent les représentations sociales Chacune d’entre elles met en valeur une de leurs facettes Jodelet
(1997 : 69) relève six points de vue sur la construction d’une représentation sociale:
The first approach emphasizes the cognitive activity of the individual in representational tasks The individual is a social being, embodying the ideas, values, and models derived from their group affiliation or societal ideologies Social representation is formed when the individual engages in social interaction or encounters a social stimulus.
The second aspect highlights the significant features of representative activity The subject acts as a meaning producer, expressing the sense they attribute to their experiences within the social world through representation This representation is inherently social, reflecting society as it is constructed from social codes and values recognized by the community.
The third approach examines representations through the lens of discourse, highlighting that their social properties stem from the communication context, the social backgrounds of the speakers, and the purposes of their discourse.
The fourth optic emphasizes the social practice of individuals, portraying them as active social agents The representations they create mirror the institutional norms arising from their positions and the ideologies associated with their roles.
Enseignement du FOS
FOS, or "Français sur Objectifs Spécifiques," is a branch of FLE didactics aimed at specific audiences, including professionals and academics learning French for their fields This audience needs to acquire cultural and linguistic capital—knowledge, skills, and interpersonal abilities—to navigate their academic or professional situations effectively The teaching of commercial French is continuously evolving, driven by changes in the economic landscape, and is an integral part of FOS, which is increasingly diverse and practiced amidst the mobility of scholars and professionals Therefore, it is essential to review FOS methodology, including its unique rules and principles, alongside an overview of its history and various approaches.
The FOS has undergone various stages of development since its inception in the 1920s It began as a French military initiative, marked by the release of a military French manual in 1927 aimed at 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 In response, French officials at the Ministry of Foreign Affairs sought new audiences across various fields, paying particular attention to sciences, technology, law, and economics This linguistic policy led to the development of a new form of French education in France, aimed at specific audiences, known as "Scientific and Technical French." It also facilitated the emergence of Instrumental French in Latin America and Functional French, which, according to L Porcher in his 1976 article "Monsieur Thibaut et le bec Bunsen," is a form of French that serves practical purposes in relation to education.
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 emphasizes learner-centered approaches, making the learner the focal point of all educational activities Its primary methodology caters to non-French specialists in their professional or academic fields who wish to learn French within a limited timeframe to achieve specific goals, hence the term "specific objectives." FOS encompasses various domains, with the most sought-after specialties being business French, tourism and hospitality French, legal French, medical French, and scientific and technical French.
Dans les pratiques de l’enseignement, on entend parler aussi du terme Franỗais de Spộcialitộ Alors, est-ce qu’il y a une diffộrence entre le FOS et le Franỗais de Spộcialitộ?
Historically, this approach was the first to develop methods tailored for specific audiences studying French in professional or academic contexts These methods focused on particular specialties or professional fields In contrast, the term FOS encompasses all situations, regardless of whether they are tied to a specific specialty.
At the dawn of the third millennium, the FOS must adapt to the market's evolving needs, driven by the increasing demands from the professional world This shift is attributed to the diversification of specialized professional fields and the rising demand for improved French language skills among professionals Since 2006, language training institutions have been offering diplomas in French for Professional Purposes (FLP) Alongside FLP, the term "French for Professional Purposes" has emerged as a new designation for the French language module aligned with FOS principles These terms are complementary rather than opposing, as French for Professional Purposes focuses on developing skills applicable across various sectors and job roles, particularly in professional communication, such as writing reports In contrast, FLP combines a dual focus on both French language training and professional skills development.
In summary, the FOS has evolved in its functions and methodological approaches while remaining focused on a specialization in teaching French, primarily driven by specific communication needs.
The teaching of French for Specific Purposes (FOS), as a subset of French as a Foreign Language (FLE), has evolved alongside the history of foreign language teaching methodologies This evolution significantly impacts the strategies used to approach FOS instruction According to F Thyrion and J Binon (2007), various approaches to teaching FOS can be identified, reflecting the broader changes in language teaching practices over the years.
The first approach is domain segmentation, which naturally fits into the teaching of French for Specific Purposes (FOS) For instance, the field of economics can be divided into three subdomains—Business, Trade, and Finance—that could inspire the design of an economics manual consisting of three chapters or corresponding activities This thematic approach allows learners to benefit from the redundancy provided by intertextuality while reinforcing their vocabulary.
Mastering a domain, according to G Kahn and Eurin as cited by F Thyrion and J Binon (2007), involves mastering the specific vocabulary that circulates within it Teaching French for Specific Purposes (FOS) can be challenging if the instructor is not a specialist in the relevant field or lacks a strong grasp of specialized concepts Therefore, specialized vocabulary is essential in FOS education.
The notional-functional approach, introduced at a threshold level, emphasizes the organization of language learning programs for adults, prioritizing the communicative value of language elements over their grammatical and formal aspects Needs analysis identifies what learners require in terms of language functions and speech acts, as well as the general and specific concepts they should master (Cuq et al., 2003, cited by F Thyrion and J Binon, 2007).
L’approche discursive , de sa part, représente un grand intérêt pour l’enseignement du
FOS initially focused on phrases and vocabulary using traditional FLE methods until the mid-1970s However, it became clear that a specialized bilingual dictionary was insufficient, as the challenges in teaching FOS extended beyond lexical issues Experts identified discourse-related obstacles when working with FOS audiences By analyzing discourse, they were able to identify the linguistic elements emphasized within specific fields This approach facilitates the classification of genres and text types, enabling better integration into courses and a deeper understanding of how specialized domains function through the discourses produced within them.
The intercultural approach that emerged in the 1970s profoundly transformed foreign language teaching and significantly impacted French for Specific Purposes (FOS) Its core principle is that all behaviors and ways of speaking are infused with culture, meaning that learning a foreign language involves assimilating a culture and learning to navigate within that cultural context Therefore, it is crucial in FOS instruction to identify the cultural dimension in specialized communication situations.
The action-oriented approach, particularly relevant for specific professional audiences, emphasizes that language teaching and learning should focus on performing speech acts and completing tasks or projects rather than merely learning the language itself According to the Common European Framework of Reference for Languages (CEFR, 2001), a task is defined as an action that the individual envisions achieving a specific result based on a problem to solve, an obligation to fulfill, or a goal to attain In this context, mastering and adhering to the codes specific to a professional environment is essential and directly influences the effectiveness of the tasks performed.
In conclusion, each approach to the teaching of French for Specific Purposes (FOS) emphasizes a specific aspect of education: lexical, discursive, intercultural, or action-oriented A well-balanced combination of these approaches, tailored to different educational contexts, proves to be effective for teaching FOS.
REPRÉSENTATIONS DE L’ENSEIGNEMENT/APPRENTISSAGE
Le programme de formation
The Ecole supérieure de Commerce Extérieur (ESCE), established in 1960, specializes in economics and commerce education Initially focused on foreign trade and interpretation, the school has evolved over the years to align with international economic integration, expanding its program offerings Currently, ESCE offers 16 specialized training programs, including 12 in economics and 4 in commercial languages The economics curriculum encompasses various fields such as International Trade, Taxation, International Business Management, and International Finance, among others Additionally, the recently introduced commercial language sections include courses in Business English, Business French, Business Japanese, and Business Chinese, with French taught as a foreign language alongside other languages like English and Russian.
Commerce extộrieur et Franỗais commercial
In addition to the aforementioned higher education programs, ESCE offers a variety of master's and doctoral programs, either independently or in collaboration with international universities.
In our thesis, we aimed to examine the representations of our students regarding the teaching of commercial French within the context of the Foreign Trade specialization This program has been integral since the establishment of the institution and continues to hold significance in the overall training curriculum of the school However, our research does not focus on commercial French taught in the linguistic section, which is a relatively new program introduced in 2007.
Objectif général du programme de formation
ESCE is renowned in Vietnam for its training in economics and commerce, particularly in international trade As a result, foreign languages, especially French, play a significant role in the institution's curriculum The mastery of a foreign language has long distinguished ESCE graduates from those of other higher education institutions in Vietnam Recognizing this advantage, ESCE aims to equip students not only with professional knowledge but also with proficiency in a foreign language, enabling them to communicate effectively with international business partners, multinational companies, and foreign representative offices.
French, like all other foreign languages at ESCE, is part of the school's general training program and consists of two modules: general French and commercial French.
General French, taught during the first three semesters, aims to strengthen foundational knowledge of the language and develop communication skills for students who have studied French for at least three years.
French for business is taught over four semesters (semesters 4 to 7), with the final semester dedicated to internships and thesis writing The course aims to equip students with linguistic, socio-cultural, and pragmatic tools essential for effective communication with French-speaking partners in business settings, including companies and representative offices.
Franỗais commercial, ESCE) C’est pour cette raison que le franỗais commercial, module qui donne une finalitộ professionnelle à l’enseignement du franỗais dans notre établissement, mérite d’être mis en considération
Starting from the 2009-2010 academic year, our school has implemented a new credit-based training system Consequently, the business French program must align with this new course administration and adopt a common progression across all language sections However, this new system is only applied to students from promotion 47 (in their second year) As a result, there are currently two different course organizations for business French.
The first focus is on third and fourth-year students who are still following the previous curriculum developed by the French teachers at the school Key topics to be covered in commercial French include general economic concepts and marketing.
Banque-Finance, Transport et Assurance, Correspondance commerciale Chaque thème est étudié pendant un semestre avec 90 périodes de cours de 45 minutes
The new credit-based program for first and second-year students mirrors the course structure of other language sections at the institution Key themes in French for business include International Trade and Finance-Banking, International Marketing, Commercial Contracts-Correspondence, and Economic and Commercial Translation Each theme will be explored over a semester, with a total of 3 credits allocated to each subject.
Les étudiants
The students in the Francophone section of our school are those who successfully passed the entrance exam after completing three subjects: mathematics, literature, and French They are often recognized as the most proficient in French among the candidates for university entrance in Vietnam Indeed, being a student at ESCE is a dream for any high school student passionate about economics and business Consequently, only the top candidates dare to take the entrance exam for ESCE and get selected Each year, we welcome students who have learned French in bilingual classes or renowned language-focused schools, most of whom are Francophones with a strong command of the language.
While our students excel in French, it is important to note that their proficiency levels are not uniform Each student has a unique educational background in French; some have studied the language for three years in high school, while others have dedicated seven or even twelve years to their studies This variation arises from the coexistence of different French language programs in primary and secondary education across Vietnam.
Upon admission to ESCE, our students, averaging 70 per class, are organized into three groups and follow the same curriculum in French Currently, we have four cohorts in International Trade, totaling approximately 300 students.
In general, students in International Business outperform those in Commercial French The entry requirements for the highly regarded program at ESCE are consistently higher than those for other fields During French classes, our students demonstrate dynamism, motivation, and strong autonomy They show particular interest in Commercial French courses, which are designed to equip them with the necessary language skills relevant to their future professional activities in the business sector.
Indeed, our French-speaking graduates, often employed by francophone companies or organizations, require proficiency in business French to effectively communicate both verbally and in writing in their professional lives.
Many ESCE graduates aim to pursue higher education in France or enroll in a master's program in Vietnam in partnership with a French university These students either receive scholarships from the French Embassy or AUF or self-fund their studies in France To successfully apply for scholarships or university admission, they require strong knowledge of business French to prepare their research proposals on economic and commercial topics Furthermore, proficiency in business French will greatly aid them in acquiring academic knowledge during their lectures conducted in French, whether in France or Vietnam.
Despite having high expectations for the business French course, some students occasionally express dissatisfaction with its teaching methods They have raised several critiques about this module, which is inherently useful and interesting, yet tends to be monotonous and less effective in its instructional practices.
Le corps professoral
The French language is taught at ESCE in Hanoi by a dedicated team of 11 professors from the Faculty of French Most of these enthusiastic educators are young, with 9 of them under the age of 32.
Most French teachers at ESCE are alumni of the institution, with seven instructors in total Among them, two were trained in interpretation approximately thirty years ago, while five young female teachers hold degrees in economics with a specialization in international trade The remaining four instructors graduated from language schools, including three from the National University of Hanoi's School of Foreign Languages and one from Hanoi University.
Language school teachers are pursuing or have completed a four-year diploma program in International Trade during evening classes to effectively teach commercial French.
Currently, the academic quality of the teaching staff includes one doctor in language sciences and six holders of a master's degree in economics Among the four teachers from language schools, one has obtained a master's in French as a Foreign Language (FLE) and will pursue a doctorate in language sciences in France by the end of this year, while two others are preparing to complete their master's in French language within a year The remaining teacher, a graduate of ESLE-UNH and nearing completion of training in Foreign Trade, is working towards a Master's in Project Management through a partnership between AUF, ESCE, and the University of Nantes.
Currently, there are nine professors teaching students across four promotions, with two others based in France All professors provide general French courses, while those graduated from ESCE primarily handle commercial French classes Professors with language degrees who have also trained in international trade manage only a small portion of the commercial French curriculum Each instructor specializing in commercial French is responsible for a specific theme within the program and develops their own course plan.
Selon les professeurs, le franỗais commercial est un module difficile mais intộressant, utile Certains prộfốrent ce cours au franỗais gộnộral et sont motivộs pour son enseignement
En conclusion, on peut constater que les enseignants de franỗais à l’ESCE sont bien formộs, jeunes pour la plupart, et motivộs pour l’enseignement du franỗais commercial.
Les matériels et équipements
The teaching of commercial French at our institution focuses on key economic and commercial themes such as international trade, finance-banking, international marketing, and commercial correspondence Currently, students at ESCE do not have a dedicated course tailored specifically for them Instead, we utilize French books, methods, and documents relevant to the subject matter for this module Typically, the professor responsible for a specific theme develops the common course outline and suggests a list of reference materials However, in practice, each professor teaches their course with their own outline and bibliography Despite this, there is an agreement on the fundamental methods of the module, which are quite dated, including "Le Français commercial" by M Danilo, O Challe, P Morel (Presses Pocket, 1985), "Le Français de l’Entreprise" by M Danilo, B Tauzin (CLE International, 1990), and "Le Français de la communication professionnelle" by M Danilo.
J.-L Penfornis, CLE international, 1993) Les étudiants peuvent se procurer ces documents par le photocopiage car les originaux ne sont pas disponibles sur le marché
Many reference documents listed in the course bibliography are often inaccessible to students, as these books are unavailable in the market or at the School's library and French documentation centers in Hanoi However, students can utilize online resources as supplementary materials We leverage downloadable information from several French economic news websites, such as lexpansion.fr, lexpresse.fr, latribune.fr, lepoint.fr, and lesechos.fr, to illustrate economic concepts and knowledge presented during the courses.
Overall, there is a lack of updated books and methods for teaching commercial French tailored to our audience In the future, developing a course in commercial French suited to our students and equipping the school's library with relevant resources will be essential for enhancing the effectiveness of our teaching.
Grâce aux fonds d’investissement financés par la Banque mondiale, notre école s’est équipée de machines et équipements de nouvelle technologie au service de l’enseignement
The school has modernized its classrooms into multimedia rooms; however, these facilities are primarily reserved for specialized courses with large class sizes, often around a hundred students In contrast, language classes, which are conducted in smaller groups, take place in modest rooms lacking technical equipment.
Some teachers can utilize the outdated and less comfortable equipment in the school's language laboratories These facilities, designed for foreign language instruction, have been in existence for a long time and are equipped with televisions, DVD players, VCRs, consoles, and headphones However, with only three such rooms available, access is limited to a select few language instructors who are quick to register for their use each semester.
C’est pour cette raison que les professeurs de langue se contentent de donner cours avec leurs propres matériels (souvent, c’est leur portable) ou sans appui technologique
ESCE has recently inaugurated a new 12-story building, although the classroom equipment is still in progress We look forward to having improved working conditions for teaching commercial French in the future.
In summary, the teaching of commercial French is an essential module within the ESCE training program, equipping students with the linguistic skills necessary for professional communication The effectiveness of this module largely relies on a young, dynamic, and well-trained faculty, as well as motivated students who possess a strong level of French and seek to improve their commercial French education beyond the current offerings.
Reprộsentations de l’enseignement/apprentissage du franỗais commercial chez les étudiants de l’ESCE de Hanọ
Nous allons présenter et interpréter les résultats de notre enquête qui porte sur les reprộsentations du cours de franỗais commercial chez les ộtudiants de l’ESCE de Hanọ
2.2.1 Présentation de l’enquête 2.2.1.1 Recherches préalables et orientations de travail
As the commercial French module is a crucial part of the training program for Francophone students at ESCE, we aim to evaluate the quality of this course and understand how it is perceived by our students, who are the primary audience for our commercial French teaching activities Therefore, we have chosen this topic as the focus of our research and master’s thesis To conduct this research, we will carry out a survey to explore the perceptions of teaching and learning commercial French among ESCE students in Hanoi, based on specific key points.
In our Intercultural course (Nguyen Van Dung, 2007), we conducted a similar survey a year ago focusing on students' perceptions of the French language and its teaching/learning processes at ESCE The findings from this survey are both interesting and valuable for guiding our decisions regarding innovations in general French education This experience has led us to a more targeted and relevant research avenue, specifically addressing our concern for teaching commercial French within our institution.
To gather insights into our students' perceptions of their commercial French course, our questionnaire must adhere to the protocol of social representation research This involves ensuring quick and spontaneous responses, with key concepts in the questionnaire reflecting the core aspects of the social phenomenon under study Specifically, our research will focus on eliciting participants' mental images regarding the fundamental components of the commercial French course, including teaching and learning activities, topics covered, instructors, and course progression.
The survey will be conducted among students who have completed or are nearing the completion of the commercial French program, allowing them to gain a retrospective view on the overall curriculum and the teaching of commercial French at the school.
We will adhere to the protocol of a survey using a questionnaire: the quality of the relationship influences the responses; the quality of the sample determines the validity of the results (ensuring representative respondents); and the effectiveness of the outreach affects the amount of information collected (maximizing the response rate).
We conducted a survey among the 67 students of the International Business program, class of 45, at the end of their third year On the days of the survey, 61 students were present, with 6 absent This group was selected to complete the questionnaires, as we believed it to be a representative sample for several reasons.
They are nearing the completion of their commercial French program, with only the seventh semester remaining, which will focus solely on economic and commercial translation In principle, they have covered all the major themes of commercial French, enabling them to evaluate and provide feedback on the course.
They have completed three years of French studies at school, in addition to their extensive background in French from primary and secondary education As a result, they are well-equipped to understand the questions in French on the survey questionnaires.
We have a deeper understanding of these students compared to those from other cohorts because we have collaborated with them closely This familiarity enables us to communicate effectively and manage external influences, ultimately ensuring high-quality responses.
We conducted a survey of nearly all students from a cohort who followed the same commercial French program as previous and subsequent cohorts, with the exception of six absent students Despite recent credit-based training reforms leading to a new course organization, there has yet to be a significant innovation in teaching methods Therefore, these students are representative of the entire population of French-speaking students in International Trade learning commercial French at ESCE They encompass a diverse range of academic backgrounds and regions, having received varying levels of French education in primary and secondary schools, and have worked with different French instructors at the school.
For our research, we developed two questionnaires: the first, which is the most significant, aims to gather students' perceptions of the commercial French course; the second is designed to clarify and explain the representations expressed in the first.
Questionnaire 1 asks students to write down words and phrases that reflect their mental images and spontaneous ideas about the general concept of commercial French It focuses on key components of teaching and learning commercial French, including the curriculum, instructors, progression, and topics covered To ensure clarity and relevance, students are limited to writing only 3 to 5 words or expressions for each term presented in the questionnaire This approach aims to capture the most persistent and spontaneous thoughts that students have about the subject, providing genuine insights into their perceptions of the topic being studied.
Le questionnaire 1 qui suit la logique du général au précis se compose de 3 questions :
Question 1 : Elle sollicite des mots ou expressions venant à l’esprit des étudiants quand on leur dit franỗais commercial, enseignement du franỗais commercial et apprentissage du franỗais commercial C’est-à-dire on se limite à lancer la notion du fait, du phộnomốne sur lequel les étudiants ont leurs propres représentations
Question 2 : Elle sert à faire exprimer ce que les étudiants pensent de chaque élément constituant l’enseignement du franỗais commercial : programme, professeurs, progression, thèmes étudiés, méthodes et documents
Question 3 : C’est la prộcision des thốmes travaillộs en franỗais commercial En effet, il s’agit d’une composante très importante de l’enseignement de ce module On veut savoir ce que pensent les ộtudiants de chaque thốme du franỗais commercial, ainsi on pourrait obtenir leurs représentations sur cet élément majeur (thèmes étudiés) qui influence pour une grande partie l’enseignement du franỗais commercial
Le questionnaire 2 , composé de 9 questions, sollicite la précision, l’explication des reprộsentations des ộtudiants sur le cours de franỗais commercial
Les 8 premières questions portent sur les volets pertinents qui peuvent influencer leurs reprộsentations de ce cours : utilitộ du franỗais commercial, la qualitộ du cours, les difficultés dans l’apprentissage… La 9 eme sert à leur faire exprimer leurs souhaits et attentes du cours de franỗais commercial Ce serait une piste de rộflexions pour mieux adapter l’enseignement aux attentes des étudiants
Pour la technique de questionnaire, nous avons respecté le protocole de l’enquête par questionnaire en tenant compte des éléments suivants :
- le type du questionnaire : questionnaires d’administration directe
- les formes de questions : questions ouvertes, semi-ouvertes et fermées
- la mise en forme du questionnaire : ordre de sucession de questions, texte d’introduction, présentation matérielle et typographique
Propositions d’ordre général
3.1.1 Au niveau du programme de formation
Le programme de formation en franỗais commercial pourrait ờtre ộvaluộ et donc ajustộ sur différents plans: thèmes enseignés, progression du cours, élaboration des activités
The former curriculum of commercial French encompasses key themes explored in specialized courses, including general economic concepts, marketing, banking and finance, transportation and insurance, as well as commercial correspondence.
The new credit-based program has reorganized the commercial French course into four main sections: International Trade and Banking-Insurance, Marketing, Commercial Contracts and Correspondence, and Economic and Commercial Translation.
Selon cette nouvelle organisation, le transport et l’assurance vont être insérés comme des sous-parties dans le premier thème Commerce international et Banque-finance
Addressing complex economic topics such as banking, finance, transportation, and insurance within a single semester and limited hours (4 credits) is inadequate, especially since students have indicated these subjects are both important and challenging Our findings reveal that students struggle with the transportation and insurance components Therefore, we recommend placing greater emphasis on this rich and scientifically valuable theme and restructuring it appropriately for better comprehension.
The article can be divided into two or three main themes: international trade, banking and finance, and transportation and insurance The first theme, international trade, is broad and can be effectively paired with a related topic, such as marketing, which is also accessible.
Dans l’ensemble, nous voulions marier les deux programmes (ancien et nouveau), les réaménager pour adopter les thèmes suivants comme les principaux du programme:
International commerce encompasses marketing, banking and finance, transportation, and insurance, with general economic concepts from the previous curriculum integrated into the first theme of international trade However, economic and commercial translation will not be a standalone theme; instead, it will be taught as a skill alongside other classroom activities.
Nos étudiants souhaitent un programme bien logique, clair avec un calendrier concret dont ils seront informés dès le début du cursus de formation
They suggest closely monitoring the progression of specialty courses in Vietnamese; however, we are not convinced, as reality has shown that students have mastered the marketing topic even though it was taught before the Vietnamese marketing course Therefore, we propose a different progression based on the difficulty level of the topics covered Since the first topic (International Trade and Banking-Finance) seems overly complex and extensive in content, we recommend subdividing it and postponing the more challenging sections (banking-finance, transport, and insurance) until after the initial topic.
Marketing qui s’avère moins difficile Par conséquent, notre progression préférée devra être semblable à celle-ci:
1 Economie générale et Marketing international
3 Transport et assurance dans le commerce extérieur
Donc, la traduction ne sera pas enseignée à part comme un grand thème mais on pourrait faire la pratiquer comme une activité de classe pendant les 4 derniers semestres
To develop an effective French for Specific Purposes (FOS) program, it is essential to reassess the needs of our students, as current feedback indicates that the existing curriculum does not fully meet their expectations Since the establishment of our institution in 1960, the landscape of international business has evolved significantly, with a marked shift towards English, diminishing the relevance of French in global commerce Therefore, we propose conducting surveys among recent French-speaking graduates to better understand their updated requirements for commercial discourse, ensuring that our program aligns with the current demands of the business world.
To address newly identified language needs, we propose analyzing professional communication situations where students must use French, such as in import-export companies or banks This involves collecting and examining the linguistic and extralinguistic components of these discourses, which are central to the commercial French curriculum We encourage educators to focus on gathering and analyzing these professional communication scenarios, as our observations indicate that teachers often emphasize economic terminology while neglecting the practice of professional discourse, particularly in simulations Accessing authentic materials can be challenging, as real conversations in businesses, banks, and during commercial negotiations are limited Therefore, we recommend that the school create favorable conditions for accessing professional business discourse, including field visits to French-speaking companies or banks in Hanoi or other cities, to gather insights and collect professional documents such as letters of credit and forms.
Filling out a letter of credit (L/C), placing an order with a foreign company, and finalizing a commercial contract are essential aspects of international business Documenting and filming professional scenarios, such as board meetings, discussions between sales teams and clients, and interactions between customers and their insurers or bank employees, will be integral to this project While this initiative may incur significant costs for the school, it will ultimately enhance the profitability of teaching commercial French.
Et nous sommes sûre que notre proposition pourra convaincre la Direction de l’Ecole qui favorise toujours des innovations dans l’enseignement
To enhance our activities, we encourage our colleagues to develop a course focused on exercises that promote professional communication, both verbal and written This includes role-playing with templates, simulating business scenarios, drafting sales contracts, and writing order letters.
In summary, a training program tailored to the needs of our students must be established to enhance the teaching of commercial French To achieve this, a determined innovation project for the curriculum should be undertaken, focusing on necessary adjustments in progression and the development of educational materials that include authentic professional discourse relevant to the business world, particularly in the context of foreign trade.
3.1.2 Au niveau de l’enseignement 3.1.2.1 Démarche pédagogique
Generally, our students find the current teaching methods to be monotonous and ineffective, seeking innovation and a more active approach To meet their expectations, we propose a communicative and action-oriented methodology that will be implemented through engaging activities, interactive classroom communication, and relevant educational content.
The practical dimension of teaching is reflected in the classroom activities we implement Currently, our focus is primarily on exercises aimed at vocabulary acquisition and oral presentations However, we have not adequately considered the components of comprehension and simulation, which are crucial for preparing students for real-world professional communication scenarios Therefore, we encourage our colleagues to design activities that enhance communication skills and the practice of professional discourse, particularly in oral contexts This includes listening to and viewing business scenes, as well as simulating business situations such as price negotiations, delivery terms, and conversations between a marketing director and their team.
Based on the methodology of teaching French for Specific Purposes (FOS) and student expectations, we advocate for an action-oriented approach or task-based pedagogy that focuses on completing concrete tasks to prepare students for their future professional environments Research projects and presentations align well with this approach, but we can also design tasks that closely resemble real-world professional scenarios For instance, in a marketing theme, we could assign each student group to conduct a market study among a targeted student clientele, prepare a team meeting within a marketing department, develop a marketing strategy, and present the 4Ps of a new product to the company's General Director, or create an advertisement for an imagined product These didactic scenarios, inspired by real-life contexts, will enable students to acquire essential professional skills and competencies Such activities will engage students in their learning process, making them active, autonomous, and creative in their specific tasks Additionally, comparing the outputs from different groups could serve as an effective strategy to enhance their creativity and motivation.
In the classroom communication process, we encourage teachers to promote interactions among students, as well as between teachers and students It is essential to avoid situations where the teacher monopolizes the conversation or where only one student engages in the class discussions.
Propositions pédagogiques
In this second part of Chapter 3, we aim to introduce educational sheets that illustrate our methodology for teaching French for Specific Purposes (FOS) and the action-oriented approach in the didactics of French as a Foreign Language (FLE) These sheets will utilize authentic materials from the commercial sector to effectively address typical business scenarios.
We aim to present three educational fact sheets, each addressing a significant economic question related to key themes taught in French commercial studies These themes include French foreign trade, a topic within general economics, and the decline of the dollar.
The article focuses on banking and finance, as well as purchasing and procurement within a company, emphasizing the importance of commercial correspondence The first two sections were created in-house, while the third section showcases the work of a team led by Dominique Abry, which we find well-developed and satisfactory in terms of the chosen materials and designed activities This third section is included in the appendices of the report.
This guide offers students technical and linguistic tools to present, explain, and analyze an economic phenomenon: a country's trade deficit, through activities focused on understanding a video document and identifying numerical data.
Domaine : commerce international – commerce extérieur niveau : B1 Thốme: dộficit commercial franỗais durộe : 1,5 heures Nature du support :
- Un extrait de Tableaux de l’économie de l’Insee Titre des documents:
- document 1: Déficit commercial: l'effet pétrole n'explique pas tout
- Reportage de la rubrique Météo éco, du journal économique en ligne, lexpansion.com, le
9 février 2009, accessible librement sur le site de L’Expansion http://www.lexpansion.com
- Extrait de Tableaux de l’ộconomie franỗaise, Insee-Rộfộrences, Editions 2008 Type de texte : explicatif , descriptif
- opérationnels: expliquer et analyser le déficit commercial d’un pays ; repérer des données chiffrées en commerce extérieur
- linguistiques: lexique de l’import-export, expressions pour parler des chiffres
- Socio-culturels : diffộrence entre la balance commerciale franỗaise et celle d’autres pays Sitographie et bibliographie:
- http://www.france24.com/fr/
- http://www.lemonde.fr/economie/article/2009
- http://tttm.moit.gov.vn/
- http://www.agefi.fr/articles/Le-commerce-exterieur-americain-soutenu-dollar-faible
- http://fr.wikipedia.org/wiki/deficit_commercial
- Tableaux de l’ộconomie franỗaise, Insee-Rộfộrences, Editions 2008
The video document, lasting 2 minutes and 06 seconds, is freely accessible on the L'Expansion website To watch it, visit http://www.lexpansion.com and enter your search query in the top right corner under "Search on lExpansion.com."
“Dộficit commercial: l'effet pộtrole n'explique pas tout ằ, puis OK
Dans la liste des documents trouvés, cliquez sur Déficit commercial: l'effet pétrole n'explique pas tout, (date : 9 février 2009 ; type : vidéo) pour visionner le reportage
Sinon, allez directement sur le document par le lien http://www.lexpansion.com/economie/actualite-economique/deficit-commercial-l-effet- petrole-n-explique-pas-tout_174300.html
In 2008, France recorded a staggering trade deficit of €55.6 billion, doubling in just two years, largely attributed to soaring oil prices However, the recent drop in oil costs has not alleviated this deficit, highlighting deeper issues in the competitiveness of French industry A report from the CEE reveals that France's share of total exports in the Eurozone has decreased from 17% to 13.4% over the past decade, resulting in a loss of €100 billion in exports, nearly 6% of GDP This decline is due to poor geographical and sectoral specialization, a lack of innovation, quality, and associated services, as well as a shortage of exporting companies Additionally, customs data indicates that 3,000 French companies ceased exporting last year due to cost and operational challenges In response, the French President's decision to eliminate the professional tax starting in 2010 is a positive step to encourage investment and innovation, but it remains uncertain whether this will be enough to restore France's export strength.
Le document 2 Extrait des tableaux de l’économie de l’Insee 2008 (p.134)
Activité 1 Compréhension orale du document 1
1 Visionnez le document et répondez aux questions a Quel est le thème du reportage?
dộficit de la balance commerciale franỗaise
consộquences de la flambộe des cours du pộtrole sur l’ộconomie franỗaise
récession économique en France b Quels ộlộments expliquent le dộficit commercial franỗais actuel?
la hausse des prix du pétrole
des parts de marché perdues aux mains des pays à bas cỏt de production
un manque de compộtitivitộ des exportateurs franỗais
la crise économique à l’échelle mondiale c En gộnộral, un bel avenir de l’exportation franỗaise sera
2 Visionnez encore une fois le document et répondez aux questions a Quel est le volume du dộficit commercial franỗais en 2008? b Pourquoi dit-on que l’effet pétrole n’explique pas tout le déficit commercial? c Quelle est la raison principale de la dộgringolade du commerce extộrieur franỗais? d Où la France pert-elle des parts de marché? e Complétez
- En dix ans, la part franỗaise dans le total des exportations de la zone euro a diminuộ de
The decline represents a loss of billions of euros, nearly impacting the GDP significantly Three specific reasons for this deterioration in French exports include increased competition, rising production costs, and regulatory challenges Additionally, thousands of French companies have stopped exporting due to market saturation, lack of resources, and unfavorable trade conditions The decision by the French president to implement supportive measures for exporters has been well-received, as it aims to boost competitiveness and restore confidence in international markets.
3 Visionnez à nouveau l’ensemble du document et résumez-le en une phrase
Activité 2 Repérage des données chiffrées et expressions liées aux chiffres du document 1 Écoutez le reportage et complétez les phrases suivantes avec les mots du document
1 ……… milliards d’euros, c’est le ……… du déficit commercial en France pour l’année 2008, un chiffre record qui a doublé ……….… deux ans
2 La part des produits franỗais dans le total des exportations de la zone euro
……… de……….à ………… , ce qui représente un ………sur les exportations de …… milliards d’euros, ……… quasiment …………
Activité 3 Repérage des donnés chiffrées du document 2
Ce texte contient beaucoup de chiffres qui désignent l’évolution des échanges commerciaux Lisez-le et relevez les verbes ou noms qui les entourent
3%, 6% de 23 milliards en 2006 à 36 milliards en 2007
Complétez avec les mots donnés : excédent commercial, balance commerciale, solde du commerce extérieur, exportations de biens et de services, importations de biens et de services, déficit commercial
The trade balance of a country is a key component of national accounting that records and summarizes its exports and imports of goods and services However, in France, the trade balance only includes goods, while services are accounted for in the balance of goods and services.
Les biens et services marchands peuvent comprendre : biens manufacturés, matières premières, produits agricoles, voyages et transport, tourisme, prestations de sociétés de service et de conseil, …
- ……… (2) : ensemble des biens et des services fournis par des résidents à des non-résidents, à titre onéreux ou gratuit
-………(3) : ensemble des biens et des services fournis par des non- résidents à des résidents, à titre onéreux ou gratuit
The trade balance refers to the difference between the value of exports and imports A positive trade balance indicates that a country exports more goods and services than it imports, which is known as a trade surplus.
Quand elle est négative, on parle de ……… (6) ou de balance déficitaire
Group work involves researching and analyzing the trade balance of one of the following countries: Vietnam, the United States, or China This preparation includes studying relevant data at home, delivering an oral presentation, and engaging in classroom debates.
Activité 1 Compréhension orale du document 1
1 Visionnez le document et répondez aux questions a Quel est le thème du reportage?
dộficit de la balance commerciale franỗaise b Quels ộlộments expliquent le dộficit commercial franỗais actuel?
la hausse des prix du pétrole
des parts de marché perdues aux mains des pays à bas cỏt de production
un manque de compộtitivitộ des exportateurs franỗais c En gộnộral, un bel avenir de l’exportation franỗaise sera
2 Visionnez encore une fois le document et répondez aux questions a 55,6 milliards d’euros b Parce que la baisse des prix du pétrole n’a pas diminué le déficit commercial ces derniers mois c Problốme de compộtitivitộ d’industrie franỗaise d En Europe et dans le monde e Complétez
- En dix ans, la part franỗaise dans le total des exportations de la zone euro a diminuộ de 17 à 13,4%
The decline represents a loss of €100 billion, nearly 6% of the GDP, attributed to poor geographic and sectoral specialization of exports, a lack of innovation, quality, and associated services, as well as an insufficient number of exporting companies These issues arise from cost factors and various challenges The elimination of the professional tax starting in 2010 is expected to encourage investment.
3 Visionnez à nouveau l’ensemble du document et résumez- le en une phrase
In 2008, France experienced a record trade deficit of nearly 56 billion euros, primarily attributed to soaring oil prices and, more significantly, a decline in the competitiveness of French exporting companies.
Activité 2 Repérage des données chiffrées et expressions liées aux chiffres du document 1 Écoutez le reportage et complétez les phrases suivantes avec les mots du document
1 55,6 milliards d’euros, c’est le montant du déficit commercial en France pour l’année 2008, un chiffre record qui a doublé en l’espace de deux ans
2 La part des produits franỗais dans le total des exportations de la zone euro est passộe de 17 à 13,4%, ce qui représente un manque à gagner sur les exportations de 100 milliards d’euros, soit quasiment 6% du PIB
Activité 3 Repérage des donnés chiffrées du document 2
Ce texte contient beaucoup de chiffres qui désignent l’évolution des valeurs du domaine du commerce extérieur Relevez les verbes ou noms qui les entourent
Verbe Chiffre Nom progresser en volume de 3%, 6% les exportations, les importations