Notion de la culture et de la civilisation
La culture
Culture is a concept with a rich history, notably defined by English historian and ethnologist Edward B Tylor in his groundbreaking 1871 work, "Primitive Culture." Tylor's definition of culture is comprehensive, describing it as a complex whole that encompasses knowledge, beliefs, arts, morals, laws, customs, and other capabilities and habits acquired by individuals as members of society.
Avec le temps, on a vu apparaợtre plusieurs dộfinitions de la culture En voici quelques-unes:
According to Cortós (1993-1994: 46), culture is the heritage of customs, knowledge, and practices that human societies pass down from one generation to another It encompasses the entire framework of social, religious, and artistic structures Culture serves as both a vessel for individuals to express their imagination and creativity, and a reservoir that provides a certain way of living.
Nous pouvons trouver dans les dictionnaires la définition à partir de laquelle, Guy Michaud et Edmond Marc ont distinguộ trois acceptations principales du mot ôCultureằ
In both its original and figurative sense, the concept refers to the ongoing development of the mind, which is often implicitly present Culturalists describe this as a "process of education and transmission," encompassing various lifestyles and behaviors.
* Au sens sectoriel: La culture désigne alors l’ensemble des manifestations religieuses, intellectuelles, artistiques… (C’est-à-dire la vie de l’esprit qui caractérisera une société)
The term "culture," derived from the German "Kultur," is increasingly used by French anthropologists and sociologists as a synonym for "civilization" (Mendras, 1967).
De nos jours, la plupart des auteurs arrivent à accepter la définition de la culture de l’UNESCO, présentée à la suite de la conférence mondiale sur la politique culturelle tenue
La civilisation
Nộ au XVIII e siốcle, le terme ôcivilisationằ a dộsignộ ôl’acte de civiliser, c’est-à-dire de diffuser les ôlumiốresằ, s’opposant ainsi à l’ộtat de ôbarbarieằ (Michaud et Marc, 1981,
P19) La civilisation était une continuelle marche en avant, inséparable de l’idée de progrès
Le dictionnaire de didactique des langues (Galisson et Coste, Hachette, 1976) donne les trois dộfinitions du terme ôcivilisationằ:
le fait de civiliser ou de se civiliser
ensemble de caractères communs aux sociétés évoluées
ensemble de caractères propres à une société quelconque
Récemment, les auteurs du dictionnaire Le Petit Robert 2006 ont donné la définition de la ôcivilisationằ:
* Au sens strict, la civilisation dộsigne ôl’ensemble des caractốres communs aux vastes sociộtộs les plus ộvoluộes ; ensemble des acquisitions des sociộtộs humainesằ
* Dans un sens plus large, une civilisation dộsigne ôl’ensemble de phộnomốnes sociaux (religieux, moraux, esthétiques, scientifiques, techniques) communs à une grande société ou à un groupe de sociétés.
Enseignement de la langue et de la civilisation
Langue et civilisation
Civilization is intrinsically linked to language, as both concepts define and explain each other Language is a sociohistorical product that embodies civilization and serves as a social practice Conversely, no aspect of civilization exists without language, making language a fundamental element of civilization itself.
Language serves as both a cultural element of a community and a tool for individuals to express their worldview It encapsulates the cultural traces of a society, revealing the values of its people through words and embodying thought Various aspects of cultural systems, such as traditions and moral rules, are conveyed through language, which actively materializes culture and drives social interaction Thus, language is a privileged, if not irreplaceable, means of accessing another culture However, each community articulates its thoughts and ideas based on its unique perception of the world and experiences Therefore, merely knowing a language does not guarantee an understanding of its culture, as grammatical correctness is not a sufficient condition for producing meaning.
Paris, Ed Librairie Arthème /Fayard, p 116) La culture et la langue sont inséparables
According to Byram (1992), language and culture should be studied together, as cultural aspects—whether material artifacts or shared meanings—should be explored through linguistic elements that express them Understanding a culture and society is essential for mastering a language, and conversely, knowledge of a language enhances the study of a foreign culture and society In teaching French as a Foreign Language (FLE), it is crucial to promote the parallel development of linguistic and cultural competencies to enhance learners' communication skills.
Ethno-sociocultural competence is considered the core of communication skills, as communicating in a foreign language involves mastering linguistic usages, cultural knowledge, and social practices to effectively navigate communication situations and adapt behavior appropriately According to Boyer, understanding the linguistic aspects of a language requires a grasp of the cultural elements inherently tied to it Merely learning a language does not encompass the understanding of cultural practices, values, and modes of thought within a society Communication situations are complex, influenced by extralinguistic factors such as the roles and statuses of participants, the spatiotemporal context, and the type of interaction Tagliante emphasizes the importance of integrating cultural knowledge into the teaching of French as a foreign language, stating that language instruction goes beyond mere communication, as words and expressions carry historical and cultural significance.
A civilization-based approach using authentic documents, such as press articles, allows learners to contextualize specific situations like greetings, farewells, and inquiries with foreign interlocutors The press and media serve as essential tools for understanding diverse aspects of foreign cultural realities, reflecting linguistic diversity and offering insights into various topics, including current events, economic, political, social, and cultural issues This provides learners with a gateway to the real life of the country through a dynamic and evolving language that adapts to social situations they may encounter with native speakers Through immersion and engagement, learners can develop cultural competence and acquire the linguistic behaviors that natives often learn unconsciously.
Historique de l’enseignement de la civilisation
In learning foreign languages, challenges arise not only from the language itself but significantly from the cultural differences between the learner's native culture and that of the target language Without an understanding of the culture associated with the language being studied, learners may misuse their linguistic skills in communicative contexts The focus on cultural education in language teaching has evolved, influenced by various methods and approaches.
The traditional method of teaching foreign languages, modeled after the study of dead languages, limited the exploration of civilization to literary and artistic products This approach introduced students to foreign cultures primarily through the translation of literary texts, reflecting an ethnocentric and elitist perspective Its main objective was to enrich students' minds by exposing them to a civilization often portrayed as superior to their own.
Cultural aspects have become a key focus in the direct method, which gained significant success in the 1930s This teaching approach has diversified, emphasizing the importance of imparting knowledge about historical, geographical, and artistic facts, as well as the lifestyle of native populations.
The audiovisual method represents a significant advancement in foreign language teaching by emphasizing spoken language and its rhythm and intonation characteristics However, it shows limited interest in the cultural aspects of the language In this approach, culture is considered an integral part of the language At the beginner level, simplistic and caricatured sociocultural content is often embedded in crafted dialogues, serving as a backdrop for teaching grammatical and lexical content At the advanced level, literary texts and artistic productions play a crucial role in explicit teaching, typically delivered through expository methods and the accumulation of information about a prestigious past.
In the 1970s, communicative approaches shifted language teaching from a prescriptive model to a more open and pragmatic one, emphasizing the learner's perspective The use of authentic materials and a focus on communication skills were intended to enhance the integration of cultural components in foreign language education Theoretically, explicit references to the ethnography of communication advocate for approaches that highlight the diversity of linguistic communities and variations in cultural norms of speech However, in pedagogical practices, the tendency to seek pragmatic universals has often overshadowed efforts to emphasize the cultural specificities of communication styles.
Dans les années 80, l’approche interculturelle s’est introduite dans l’enseignement du
In the context of teaching French as a foreign language (FLE), the communicative approach views culture as a means to create meaning and enhance communication skills, while the intercultural approach sees it as an educational tool Cultural exchanges are central to this latter perspective, helping individuals to better understand both others and themselves By comparing and relating different cultures, interculturalists aim to broaden social understanding beyond one's original community (Robert Galisson, “In terms of culture, does the AC-DI ticket have a future?”, ELA, 100, 1995) Consequently, civilization is increasingly recognized in language learning, with the goal of imparting knowledge related to history, geography, politics, beliefs, arts, and a more anthropological and social understanding of culture.
Enseignement de la civilisation en langue maternelle et en langue étrangère
The importance of teaching civilization in language classes is undeniable According to Michal Byram (1992:30), teaching a culture involves providing insights into the civilizations of countries where the language is spoken This approach encourages positive attitudes toward learning foreign languages and fosters understanding and appreciation of other cultures and civilizations.
Through the teaching of civilization, learners are guided to understand, accept, and tolerate the values and lifestyles of the country whose language they are studying, while also assimilating these aspects without losing their national cultural identity.
Pourtant, on ne peut pas à l’évidence enseigner la civilisation en langue étrangère comme en langue maternelle car il s’agit de deux publics différents
In a native language classroom, linguistic barriers are minimal, as the teacher embodies their native culture and serves as an authentic messenger of it This enables them to convey knowledge about their civilization and address various issues—economic, political, social, and cultural—without concern for student comprehension The teacher acts as a mediator, facilitating both indirect and direct contact with the culture For learners, mastery of linguistic skills and sociocultural capital enhances their understanding and acquisition of cultural issues presented by the teacher Consequently, students can easily share their cultural knowledge and opinions, fostering curiosity and engagement in their study of civilization.
In a language classroom, linguistic obstacles frequently arise, as learners often struggle with comprehension and expression in a foreign language Consequently, the explanation of vocabulary and syntactic structures becomes essential Additionally, learners possess cultural knowledge and habits unique to their native language, which affects their perception of texts in a second language These challenges hinder both teachers and students from advancing in the transmission and acquisition of cultural knowledge.
In the context of language teaching, the teacher is defined by the culture of the student, possessing knowledge of the foreign culture only to the extent that they have learned it Acting as a messenger, the teacher transmits acquired knowledge but lacks the privileged status associated with the foreign culture, as they are rooted in their own native culture Consequently, the teacher is not a witness or a reflection of the foreign culture but rather a decoder and a secondary initiator, contributing to the cultural system primarily through knowledge rather than personal experience The level and manner of the teacher's engagement can vary widely, from basic conceptual understanding gained through books and academic study to a deeper, more internalized comprehension developed through travel and extended stays in the foreign culture.
Teaching civilization in a mother tongue and in a foreign language is inherently different, making it unrealistic to expect the latter to match the former Language classes should serve as spaces where analytical mechanisms are challenged, and alternative relationships between native and foreign cultures are explored The personal experience of teachers who belong to both cultures enriches the learning environment, allowing for the integration of the native culture within the foreign context and facilitating comparisons between the two.
Approches de la civilisation en FLE
Approche thématique
This approach involves a selective presentation of social facts, focusing on key themes such as women, work, and immigration The goal is to provide a comprehensive overview, allowing students to grasp the essential aspects of each topic.
Thematic dossiers empower trainee teachers to select and create their own materials, offering a significant advantage as they serve as a didactic tool that teachers can actively engage in producing Unlike traditional methods that often position teachers as mere implementers, these structured documents streamline the process of researching and gathering information on specific topics This approach transforms the role of the teacher from a passive consumer of published works to an active creator of educational resources (Zarate, 1986: 115).
This approach consists of two stages: the first stage involves gathering information to gain a general understanding of the problem, encouraging comparison, reflection, and confrontation, while integrating linguistic enhancement with the study of cultural facts (Vigner, 1874: 37) The second stage focuses on synthesis, requiring students to reuse the acquired information and assimilate it through activities such as debates and role-playing.
Teachers can enhance the general framework with supplementary materials, such as authentic documents from newspapers and theme-specific glossaries They transition from being the sole knowledge transmitters to becoming intermediaries By offering a variety of documents, the use and sequence of which can be optional, document-based work can significantly revitalize classroom practices Educators guide students towards personal discovery processes and foster independent reading strategies.
Approche sémiologique
Unlike the thematic approach, the semiological approach does not focus on extracting information from written documents; instead, it emphasizes the interpretation of signs and clues that may be more or less explicit This method aids in recognizing, interpreting, and understanding the meanings and cultural connotations conveyed by facts and documents of civilization (Beacco).
With this approach, civilization is viewed not merely as a collection of objects or institutions, but rather as a language made up of signs These signs encompass cultural connotations, collective representations, and myths, which possess meanings that operate on a different level than the primary meanings of linguistic signs (the level of denotation).
The semiological approach provides new insights for contrastive studies, revealing that what appears different may actually be identical, and vice versa Comparative semiology focuses on the analysis of cultural signs and their connotations, demonstrating that equivalent signs can have divergent meanings while different signs may convey similar meanings Contrastive semiology facilitates a nuanced understanding that minimizes misunderstandings caused by cultural analogies and false cognates It also sheds light on how identical messages can be interpreted differently across cultures For instance, the term "cow" signifies the female of the bull in both India and France, yet its cultural connotation varies significantly: in India, it is revered and protected as sacred, while in France, it is viewed as a source of sustenance.
Approche sociologique
This approach will examine the studied issue as a social phenomenon and its relationship with the broader society For instance, when analyzing sports in France, it is essential to gather statistical data on sports participation, the number of clubs and federations, and the demographics of licensed participants Additionally, the role of sports within the educational system, participation across various social and professional classes, the influence and policies of public authorities, and the economic implications must also be considered.
The sociological approach provides essential information, including statistics and social, economic, and political data, while also offering a broader perspective on issues or events and their connections within the French social system (Beacco, Lieutaud, 1981:10) It enables comparative analyses with other societies based on objective data rather than vague impressions For instance, to determine whether the French are more or less athletic than the English, Germans, or Italians, one would investigate the number of hours allocated to sports in school programs, the participation rates in various sports, and the availability of collective facilities.
Approche anthropologique
The anthropological approach focuses on the study of daily realities and how people live their lives, providing valuable insights for teaching civilization in French as a Foreign Language (FLE) Methodologists and educators emphasize the use of authentic documents, personal testimonies, and life narratives, particularly those of everyday individuals This approach is reflected in civilization dossiers published by "Français dans le Monde" and various textbooks that explore themes like "How do the French live?" For instance, examining unemployment in France involves understanding its impact on French citizens, the periods of unemployment, evolving perceptions, and public attitudes towards this issue.
The anthropological approach is more immediate and engaging than the sociological approach, as it relies on spontaneous testimonies, on-site surveys, and direct reports, thus catering to learners' desire for authenticity and truth in the teaching of civilization According to Beacco and Lieutaud in their book "Mœurs et mythes ô la recherche anthropologique," this approach does not shy away from sociological interpretations but emphasizes working in the field with immediate materials instead of processed information This focus has highlighted the significance of everyday life and addressed the curiosity of foreign audiences eager to understand the French in their daily lives.
Approche linguistique
Richard Lazslon, in his study of civilization manuals (FDM, 1976), presents a linguistic approach that effectively and explicitly addresses the relationship between language and civilization, establishing a continuity between the two Indeed, in many cases, the desire to link language and civilization remains a dominant concern, particularly among teachers who incorporate the teaching of civilization from the very first lessons of foreign language instruction.
Francis Debyser (1967) suggests exploring civilization through specific vocabulary and seemingly universal words like "house," "wood," and "family," while considering the relevant situations and sociocultural context Andrộ Reboullet also emphasizes that even the simplest words carry cultural connotations; fundamental terms, often assumed to be transparent across languages, can lead to lasting misunderstandings For instance, the word "pot" evokes numerous associations for the French, such as "la poule au pot" from Henri IV, "the pot of Chrysale," "Perrette and the pot of milk," and "pots de vin," illustrating the depth of cultural implications embedded in language.
1973 : 72) Cette approche linguistique à travers le rapport langue-civilisation vise à intégrer l’enseignement de la civilisation à celui de la langue.
ENSEIGNEMENT/APPRENTISSAGE DE LA CIVILISATION FRANÇAISE À L’ÉCOLE MILITAIRE DE LANGUES ÉTRANGÈRES 2.1 Enseignement/apprentissage du franỗais
Public
When discussing the audience, two categories of students are identified: military students and civilian students They are selected for admission to universities in Vietnam based on their exam results This paper focuses solely on military students.
The French Department recruits only one military class and one civilian class for each promotion, allowing access to candidates who have learned languages other than French As a result, students of varying French proficiency levels are present in a single class There are true beginners, typically with a background in English, and false beginners who have prior knowledge of French before entering university This disparity in student levels poses challenges in providing suitable instruction for a diverse audience.
Currently, the French Department at E.M.L.E has four military classes and four civilian classes Military students are required to adhere to strict army disciplines and live under military supervision in the barracks, prohibiting contact with outsiders This environment, along with limited resources in French language materials, poses significant challenges to their learning In contrast, civilian students return home after classes, allowing them to interact with others and access a wider range of French learning resources in libraries Upon graduation, military students will become officers in the Vietnamese Army, while civilian students with a university degree in French will navigate the job market independently.
Corps d’enseignants
The French Department at E.M.L.E currently has 17 teachers, predominantly young with an average age of 30 Most of them were trained at the two major foreign language schools in Hanoi and have no prior experience teaching French at a university level Only two teachers had previously taught French in bilingual classes at the high school and primary levels before joining E.M.L.E, while the others began their teaching careers at the institution Presently, three teachers are pursuing a doctorate, five have already obtained a master's degree, and the remaining six are continuing their postgraduate studies in French at either the National University of Hanoi's School of Foreign Languages or Hanoi University.
Due to military regulations, teachers are prohibited from interacting with foreigners, resulting in only 6 out of 17 teachers completing four-month internships in France The remaining teachers acquire knowledge of the French language and culture through courses and reading.
Programme d’enseignement et le volume horaire
Our school's study program spans four years, divided into two semesters each In the first two years, the focus is on language practice, while the remaining two years involve learning specific subjects alongside developing the four language skills Additionally, students are required to complete an internship.
2 mois Voici le programme d’enseignement et le volume horaire pour FLE à notre école
Histoire de la littộrature franỗaise 30 sộances
Analyse des textes littéraires du XIX e siècle 30 séances Analyse des textes littéraires du XX e siècle 30 séances
Méthodes et supports pédagogiques
At the French Department of E.M.L.E, the primary method used to enhance students' general French proficiency is the Nouvel Espaces I and II (Hachette, 1995) In the second stage, students focus on developing the four communicative skills using the Pratique de la langue III manual, created by the French faculty of the University of Foreign Languages - National University of Hanoi Additionally, students are required to study other subjects in French, utilizing textbooks authored by native speakers, such as Littérature progressive du français and Civilisation progressive du français, as well as courses developed by professors from two prominent foreign language schools in Hanoi, including Morphologie du français, Lexicologie du français, Théorie de Traduction, and Didactique Teaching materials also include courses on Translation and Interpretation prepared by the faculty Each language classroom is equipped with a tape recorder, CD player, and television, along with a multimedia room for teachers, an internet room for students, and a library The internet room is open daily, except on weekends, but USB use is prohibited for students The library houses a greater number of Vietnamese books than foreign language materials, and the collection of French reference books is limited and outdated.
Enseignement de la civilisation franỗaise
The teaching of French civilization is an integral part of the E.M.L.E training program, serving as a crucial discipline It aims to equip students with general knowledge about France, including its people, political, economic, cultural, social, and military aspects This education helps students broaden their socio-cultural understanding and enhance their language skills, enabling them to better fulfill their future responsibilities.
Public, volume horaire, corps professoral
Cette discipline débute dès le premier semestre de la troisième année Elle dure 60 heures de cours et s’enseigne pendant 10 semestres
The French Department at E.M.L.E currently employs two young female teachers responsible for teaching French civilization One holds a master's degree in French, while the other is pursuing postgraduate studies in French at the National University of Hanoi's School of Foreign Languages Neither has received specialized training in French civilization or participated in professional development internships, resulting in a lack of practical experience and connections with native speakers Their linguistic and socio-cultural knowledge of French has primarily been acquired through academic and literary sources, leading to significant challenges in their teaching efforts.
The "Civilisation progressive du français" method, designed for intermediate learners (CLE international, 2003), serves as the primary teaching resource It is structured into seven main sections, each focusing on a key theme: geography, history, politics, economy, social life, cultural life, and daily life Within each section, concise chapters provide essential information to understand the respective theme Each section and chapter is independent, allowing educators to select the order that best suits their needs and objectives Additionally, the book includes a glossary at the end, enabling learners to easily find explanations for difficult words and terms presented throughout the method.
Each lesson consists of two pages The first page features a text, informative photos, and boxes highlighting specific aspects of French culture The second page includes activities designed to assess comprehension of the text from the first page It's important to note that the proposed activities primarily consist of questions aimed at evaluating students' understanding, requiring them to interpret and articulate their responses.
The teaching method used in the French civilization course offers significant benefits for both teachers and students; however, it also has limitations All interviewed educators and students agree that the texts provided are too brief and lack current and sufficient information Additionally, the curriculum fails to include essential knowledge about France's national defense, which is crucial for the educational goals of our institution.
We consulted several additional documents, including "La France de toujours" (CLE International, 2004), "La France aux cent visages" (Hatier/Didier, 2001), "Les Français: Mentalités et comportements" (CLE International, 1995), "Francoscopie" (Larousse, 2005), "La France" by MICHELIN G (2000, Paris), and "La réforme du service national" by BUFFOLOT P (No 769), along with "Le livre blanc sur la Défense" by BALLADUR E (1994, Paris) This research has been integrated into the course curriculum, focusing on national defense to enhance the teaching of the subject and meet the educational objectives and needs of students.
2.2.2 Constats sur les résultats d’études
The French civilization course is perceived as interesting yet challenging by both teachers and students in the French Department, primarily due to the extensive knowledge required about France's economic, political, and socio-cultural life This complexity is reflected in the less-than-optimistic outcomes in the teaching and learning process, as evidenced by approximately 20% of students needing to retake exams and only about 10% achieving good grades Observations indicate that students often exhibit passivity and a lack of motivation during classes, while teachers frequently encounter pedagogical challenges.
This reality concerns us throughout the teaching process as we often question the challenges faced by students in learning French civilization We seek to understand the underlying causes of these difficulties Additionally, we evaluate whether the "Progressive Method of French Civilization" effectively meets educational goals and student needs Finally, we explore strategies to motivate learners to engage actively in civilization courses.
To address these questions effectively, we conducted classroom observations, a survey of the students involved, and interviews with teachers from the French Department This comprehensive approach enables us to identify the challenges faced by both educators and learners throughout the teaching and learning process, allowing us to propose suitable pedagogical strategies, which will be detailed in the final chapter.
Constitution du corpus et analyse des résultats
We conducted a survey involving 45 third-year students from the French Department at E.M.L.E (see Appendix 2) and interviews with teachers This method allows us to gather objective information about learners' levels, their perceptions, and difficulties in learning French civilization, as well as insights into teachers' concepts, classroom practices, and methodological suggestions.
Our questionnaire consists of 10 questions designed to objectively gather information about learners' educational backgrounds and their reasons for choosing French at the higher education level (questions 1 and 2) It explores their appreciation for French culture (question 3), their feedback on the course content related to civilization (questions 4 and 5), the effectiveness of the teacher's pedagogical activities (question 6), and their views on assessment methods (questions 8 and 9) Additionally, it addresses the challenges they face and the underlying causes of these difficulties (question 7), as well as their suggestions for improving the teaching and learning of this course (question 10).
The questionnaire primarily consists of multiple-choice questions, with 9 out of 10 items designed to capture standardized and uniform responses for efficient data analysis Additionally, the final open-ended question encourages learners to share their suggestions for enhancing the teaching and learning of French civilization at E.M.L.E This approach not only invites individual opinions but also helps to reduce monotony and potential demotivation among participants.
For the survey language, we opted for Vietnamese to enhance the clarity of our questions and maximize information gathering Linguistic challenges could hinder proper understanding, and responses poorly articulated in French by students may lead to misunderstandings Consequently, the survey results would be limited.
In late October, we conducted a survey among students who had just completed their French civilization course and taken the semester exam Their active and responsible participation greatly facilitated our research process, enabling us to achieve the desired results.
We conducted interviews with teachers from the French Department to uncover their views on teaching this subject and to gather their suggestions and insights, which are valuable for our research work.
2.3.2 Analyse et interprétation des résultats de l’enquête
2.3.2.1 Analyse de l’enquête auprès des étudiants
To gain insights into our audience's opinions regarding the current state of French civilization education at our institution, we conducted a survey with 45 students from the French Department The statistical data allowed us to gather student feedback on their French learning experiences, including their learning pathways and reasons for choosing French We also examined their perspectives on the French civilization course, covering content and evaluation, as well as the challenges they faced and their expectations from instructors.
The first question addresses the French learning journey of the students Among the interviewees, 58% studied French prior to entering E.M.L.E, while 42% were complete beginners Of the 58% who are considered false beginners, 5% had 12 years of French in bilingual classes, 9% studied French for 7 years in middle and high school, and 44% learned the language for only 3 years in high school These statistics indicate a highly heterogeneous level of French proficiency among the participants We observe significant challenges faced by true beginners in their overall learning of French as a foreign language (FLE) and particularly in understanding French culture.
A significant 56% of students choose to study French due to their appreciation for the language and French culture Additionally, 31% express a desire to connect with French speakers, while 18% plan to pursue studies in France in the future The same percentage of respondents aims to work in French companies or francophone environments Furthermore, around 15% cite family influence and the relatively easier access to the French department compared to others Many students express a genuine love for the French language and a desire to continue learning it Overall, it is clear that students are motivated by their passion for French, which is a positive trend.
The survey results on students' attitudes towards learning French civilization are overwhelmingly positive, with 97% expressing a fondness for the subject A significant 85% believe that these courses enhance their language skills and cultural understanding of France, while 56% have a genuine affection for the country and its civilization Only 25% view the subject as directly beneficial for future employment, with just one student deeming it unnecessary for their career These findings indicate that students recognize the importance of this course in their education, acknowledging that learning a foreign language encompasses both linguistic and socio-cultural objectives Challenges in learning arise not only from linguistic barriers but also from a lack of cultural knowledge, which is essential for mastering French as a foreign language (FLE) and improving language acquisition For those aiming to work in a French-speaking environment, understanding French civilization is crucial for successful integration.
Question 4 addresses the content offered in the civilization course A significant majority of surveyed students (45%) believe the content is insufficient, while 37% consider it adequate, and 18% find it very sufficient This discrepancy arises because the course cannot cover all themes of civilization, given the vastness of the subject matter and the limited time allocated to it.
Only 9% of students believe the information provided in the course is up-to-date, while 55% find it fairly current, and 36% consider it outdated However, all surveyed students express a preference for the course themes, indicating that these topics are essential and suitable for our audience.
Most surveyed students express a fondness for the subjects offered, such as geography, history, economic life, and social life, with only 10% indicating negative responses Interestingly, many respondents also show a strong interest in cultural life (69%) and daily life (51%), while very few dislike these topics (4% and 18%, respectively) In contrast, political life and national defense garner less interest, with only 47% of students showing positive responses It is noteworthy that political life and national defense are considered the most challenging topics within French civilization courses, a sentiment echoed by French civilization teachers.
The evaluation method for the French civilization course includes a mix of various exercise types such as true/false, multiple-choice questions, fill-in-the-blank exercises, and open-ended questions Student opinions vary, with 65% finding this approach satisfactory, while only 4% express dissatisfaction Some students suggest incorporating oral tests into the learning process, a suggestion that is also supported by the instructors.
In the final exam for the civilization course, students show a preference for True/False questions (65%) and multiple-choice questions (49%) However, they find fill-in-the-blank exercises and open-ended questions to be challenging.
Activités pédagogiques
Through survey results and classroom observations, we find that while students are drawn to courses that introduce them to new cultures, they are often discouraged by the presentations of their teachers Many students perceive the current teaching methods as monotonous and tend to be passive during civilization classes They are seeking innovation and a more active approach To address their needs, we propose a communicative and action-oriented methodology that will be implemented through classroom activities.
3.2.1 Choix et exploitation de documents 3.2.1.1 Principes pédagogiques
Today, the benefits of authentic materials in teaching French as a Foreign Language (FLE), particularly in cultural studies, are widely acknowledged These materials offer numerous implicit cultural references and provide insights into social realities, helping to challenge stereotypes It is the responsibility of each teacher to select authentic documents based on the topics and linguistic or cultural objectives they aim to achieve, ensuring that these resources are effectively utilized to enhance the overall success of the course.
Nous proposons ici une démarche pédagogique qui se déroule en 4 étapes :
The sensitization phase is crucial as it raises students' awareness of the lesson topic During this phase, the teacher encourages students to analyze the entire text and its title, prompting them to identify the text type and its subject matter Students are then invited to share their general knowledge or hypotheses related to the topic through guided questions This approach not only allows students to practice their French but also helps them gain extra-textual information that broadens their socio-cultural understanding.
The exploitation phase involves exploring the text's content, facilitating comparison, reflection, and confrontation to enhance linguistic skills while studying cultural facts This stage deepens knowledge, allowing the teacher to pose suggestive questions that promote both overall and detailed comprehension of the text.
- Synthèse: L’enseignant met en commun les réponses des étudiants et fait la synthèse des idées essentielles
- Prolongement: Cette phase est consacrée à l’appropriation et à l’élargissement des informations sous forme de débat sur le sujet devant la classe
By following these steps, the teacher acts as the organizer of classroom activities It is their responsibility to ask guiding questions that lead students towards a logical understanding of the text and stimulate class discussion.
The intercultural and comparative approach is recommended for teaching French civilization After presenting a cultural fact from France, the teacher can draw comparisons with similar aspects from Vietnam This method not only motivates students but also encourages them to engage actively and express themselves during their learning process.
Given the inherent difficulty of teaching and learning this subject, along with the diverse skill levels of our students, it is advisable for educators to utilize the native language when introducing complex concepts This approach enhances student comprehension and aids in the retention of knowledge.
In this section, we will introduce three educational resources that illustrate the teaching methodology of civilization outlined above, utilizing three types of documents: written documents, video materials, and audio content.
Fiche 1: Exploitation de document écrit
OBJECTIFS DE LA POLITIQUES DE LA DÉFENSE NATIONALE
The changing international context and strategic perspectives following the end of the Cold War necessitate an adaptation of France's defense policy, as well as that of its European Union and NATO partners Defense capabilities, primarily structured around a mission to guard against the East, require significant transformation These changes impact military strategy, but the foundation of France's defense policy is primarily based on an analysis of its national interests and the identification of essential objectives for its survival and security policy.
Le concept franỗais de dộfense, dộfini dans l'ordonnance du 7 janvier 1959, est global Il assigne à la politique de défense de la France trois objectifs
Defending the vital interests of the country, as defined by the President of the Republic, includes safeguarding the population, territory, and the exercise of sovereignty The 1958 Constitution designates the President as the guarantor of territorial integrity (Article 5) and the commander-in-chief of the armed forces (Article 15) Additionally, France must protect its strategic interests internationally while contributing to conflict prevention, peace maintenance, and the respect for international law and democratic values As a permanent member of the United Nations Security Council, France holds both privileges and responsibilities in these areas.
Since the end of World War II, France has actively contributed to the development of European construction and the stability of the continent by participating in key organizations such as the Western European Union (WEU), the North Atlantic Treaty Organization (NATO), and the Conference on Security and Cooperation in Europe (CSCE), which evolved into the Organization for Security and Cooperation in Europe (OSCE) in December 1994.
Implementing a comprehensive defense concept involves more than just military aspects; it requires a holistic approach that includes social organization, education systems, and solidarity mechanisms The stability and security of a state are intrinsically linked to these elements, making the concept of defense inseparable from that of the nation Civil security plays a crucial role in protecting the population, maintaining public order, and ensuring the continuity of the state It encompasses the prevention and protection against major natural and technological risks, as well as the security of sensitive installations and networks Additionally, it ensures the equitable distribution of resources during crises.
The article aims to clarify the objectives of France's national defense policy and highlight the differences between France's defense goals and those of Vietnam Understanding these distinctions is crucial for comprehending each nation's strategic priorities and military frameworks.
- Faire lire le titre du document et répondre aux questions: a Quel est le thème du document?
- On parle des objectifs de la politique de la Défense nationale de la France b D’après-vous, la politique de la Défense d’un pays est invariable?
- Non, elle doit s’adapter au nouveau contexte nationale et internationale c Quels sont les objectifs actuels de la politique de la Défense du Viet Nam?
- protéger le Parti communiste et le régime socialiste au Viet Nam,
- assurer la sécurité et l’intégrité du territoire, ainsi que la vie de la population
- s’engager dans des activtés productives de reconstruction pour développer l’économie nationale dans l’agriculture, la foresterie, l’industrie, la pêcherie, la télécommunication et le transport
- contribuer au développement et à la stabilité du Sud-Est asiatique et du monde
Students are asked to read the text silently and identify the objectives of France's national defense policy by answering the question: What are the objectives of France's national defense policy?
- Face au contexte actuel du monde, la Défense nationale de la France assigne à sa politique trois objectifs principaux:
+ Défendre les intérêts fondamentaux du pays
+ Contribuer au développement de la construction européenne et à la stabilité internationale
+ S’inscrire dans une conception globale de la défense b Selon le texte, qu’est-ce qui touche la politique de Défense de la France ?
- Les modifications du contexte international
- Mettre en commun les réponses des étudiants et faire la synthèse des idées principales
- Organiser un débat autour de la question: Différences et ressemblances entre les objectifs de la politique de la Défense de la France et ceux du Viet Nam?
- Diviser la classe en 2 groupes: l’un indique les différences, l’autre, les ressemblances Puis, chaque groupe présente les arguments pour défendre son opinion
- À la fin du débat, faire trouver des raisons des différences Faire la correction si nécessaire
Fiche 2: Exploitation d’un document vidéo
Video is a key component of the cognitive capital of foreign learners, serving as an engaging tool that elicits reactions The use of video materials enhances comprehension through images, which play a crucial role in meaning-making It provides a diverse range of communicative activities before, during (with or without sound), and after viewing, ensuring effective follow-up.
Évaluation
Assessment is a crucial phase in the learning process across all disciplines Evaluating students' achievements enables teachers to determine the effectiveness of their instruction and whether the intended objectives are being met Additionally, it helps identify gaps in knowledge, allowing educators to adjust their teaching methods and address these shortcomings effectively.
Experts generally agree on three primary functions of educational assessment: prognostic, which guides direction; diagnostic, which regulates progress; and inventory, which certifies achievement Additionally, there are five forms of assessment: summative, formative, formative assessment, normative, and criterion-referenced evaluation.
Given the vastness of cultural domains and the inevitable arbitrary selection of sociocultural knowledge to be transmitted, evaluation will always be defined based on previously set educational objectives Summative evaluation is most suitable at the end of a stage, as it primarily focuses on the acquisition of knowledge, representing a specific set of information deemed valid for a particular teaching process Formative evaluation is essential as it helps identify the gap between students' current level and the objectives to be achieved, allowing for necessary adjustments to the teaching of civilization.
In our civilization course, we offer two types of assessments: an oral test at the beginning of each class and a written test at the end of the course.
Formative assessment plays a crucial role in the learning process by evaluating whether set objectives are being met A brief 10-minute oral test at the start of each session can effectively gauge students' prior knowledge This quick assessment requires minimal time and can be efficiently conducted at the beginning of the class.
At the end of the course, it is essential to implement a different type of written test lasting 80 minutes Before creating this written test, the teacher must conduct an inventory of the content covered in all previous classes Regarding the types of questions for this test, we recommend the following options.
In the "True or False" activity, the teacher presents statements for students to evaluate Students must determine the accuracy of each statement by marking the appropriate box For instance, they can assess the validity of various claims as part of the exercise.
C’est Vrai ou Faux ? Cochez la bonne case (15 points)
1 La Garonne prend sa source en Espagne et traverse Lyon □ □
2 Le droit de vote est accordộ aux Franỗaises en 1946 □ □
3 Le 8 mai est la célébration de l’Armistice de la première guerre mondiale
4 Casser du verre blanc, selon les Franỗais, porte bonheur □ □
5 En France, on s’abstient d’organiser les mariages en novembre □ □
6 La Francophonie a ộtộ fondộe dans le but de propager le franỗais dans le monde
7 La Belgique est un des pays fondateurs de la Communauté économique européenne
8 La France est un pays fort en tourisme, industrie agro-alimentaire, industrie automobile et exploitation manière
9 En France, le bac C (mathématiques) permet l’accès à toutes filières de l’enseignement supérieur
10 Le Premier Ministre est le chef de l’Armée □ □
11 À partir du troisiốme enfant, chaque famille reỗoit des allocations de l’État
12 Pour se maquer de quelqu’un qui ne travaille pas, on croise les doigts et tourne les pouces l’un autour de l’autre
13 Le Premier Ministre est un parlementaire choisi du parti majoritaire de l’Assemblée nationale
14 L’enseignement franỗais est gratuit dans tous les ộtablissements publics et privés
15 En France, on prend souvent du vin blanc avec de la viande, du poisson et des fruits de mer
+ Q uestions à choix multiple : L’enseignant pose 10 questions Il propose pour chaque question trois possibilités a, b, c L’étudiant doit y répondre en choisissant la bonne solution Voici un exemple de ce type de question
Entourez la bonne réponse (20pts)
1 Quel est le climat de Bordeaux ? a océanique b méditerranéen c continental
2 Qui est le ministre de la Défense nationale de la France? a Hervé Morin b Xavier Darcos c Luc Chatal
3 Quel événement s’est passé en 1871 ? a La première publication de l’Encyclopédie b La Commune de Paris c La découverte du premier cas de SIDA
4 Lorsque le président de la République et le Premier Ministre sont de tendances politiques différentes, on est en situation de : a colocation b cohabitation c travail en commun
5 L’État a imposé certaines mesures aux sociétés : a L’État est intervenu dans la gestion des entreprises en leur accordant des prêts b La loi oblige les entreprises à donner 6 semaines de congés payés par an c Les sociétés peuvent remplacer les travailleurs en grève pour ne pas perdre d’argent
6 Par qui le référendum peut-il être réalisé ? a Le président de la République b Le Premier Ministre c Les députés
7 Qu’est-ce que c’est l’IVG ? a une loi sur l’avortement légal b une loi sur la réduction du temps de travail par semaine c une loi sur les allocations familiales
8 Qu’est-ce que les Franỗais prennent souvent à l’entrộe ? a du fromage b du potage c de la salade
9 Quel événement la fête de l’Ascension commémore-t-elle ? a la résurrection de Jésus Christ b la montée au ciel de la Vierge Marie c la montée miraculeuse de Jésus Christ au paradis
10 Quel gõteau mange-t-on à Noởl ? a des crêpes b des galettes c des bûches
+ Exercice à trous : L’enseignant donne un texte troué et demande aux étudiants de compléter des trous avec mots proposés En voici un exemple:
Complétez le texte avec les mots proposés (15 pts)
Bruxelles, État-providence, monnaie unique, indépendance, Union Européenne, vieillissement, caisse retraite, impôts, baisse, concurrence
Today, being French also means being European While the French recognize the importance of being part of the European Union to confront the challenges posed by the United States, there is growing concern about losing their political and economic autonomy, as many decisions are now made in Brussels, the European capital, rather than in Paris.
Since the Maastricht Treaty, which aims for greater European social and monetary union, the French have expressed concerns about losing certain social programs They fear that budget cuts necessary to reduce the deficit, as stipulated by the treaty, will be confirmed by the government While the average French citizen is willing to pay around 45% of their income in various taxes, they expect the government to maintain its role in providing essential services However, fulfilling this role has become increasingly challenging due to demographic issues, including declining birth rates and an aging population, which are driving up public spending.
(10) et de la sécurité sociale
+ Les questions à réponse ouverte courte : Ce type de question permet de vérifier la capacité d’interpréter, d'analyser une situation concrète des étudiants Voici un exemple:
1 Citez 5 conditions favorables au développement du tourisme de la France (10 pts)
2 Que savez-vous de l’élection préidentielle en France ? (10 pts)
3 Que savez-vous de la réforme LMD dans l’enseignement supérieur européen ? (10 pts)
4 Quelles sont les principes de la Défense nationale de la France ? (10 pts)
5 Que savez-vous de la fờte de Põques des Franỗais ?
- six pays voisins de la France:
- cinq personnages célèbres de l’histoire de la France:
- cinq symboles de la France:
- cinq monuments connus de la France:
In conclusion, based on the results from surveys conducted with students and professors at E.M.L.E, we have proposed several strategies to enhance the teaching and learning of French civilization at our institution Our recommendations focus on the curriculum, pedagogical activities, and assessment methods The three proposed teaching frameworks illustrate the methodology for teaching French civilization Additionally, we suggest the development of a dedicated textbook for E.M.L.E students that includes authentic documents from relevant fields, as well as improvements in the professional quality of teachers and the material conditions of the school.
Based on the theory of teaching culture and civilization in French as a Foreign Language (FLE), we conducted research on the current state of teaching and learning French civilization at E.M.L.E.
Students in the French Department recognize the importance of the civilization course in their education and express interest in it However, they feel that the course does not fully meet their expectations due to several factors: the curriculum content does not align with their needs, teaching methods are not sufficiently engaging, resources are inadequate and rarely updated, and instructors lack professional experience As a result, many students are not active, methodical, or autonomous in their studies, leading to a lack of motivation during the learning process These negative aspects adversely affect the quality of teaching and learning about French civilization.
To address the current situation, we propose first defining the objectives and content of French civilization courses, along with appropriate pedagogical approaches and evaluation methods tailored to our audience and teaching conditions Following this, we aim to develop a comprehensive manual for our students, enhance our skills through additional training, increase classroom activities, and invest in modern teaching materials Our goal is to instill effective methodologies and positive learning behaviors in our students, enabling them to become more autonomous, creative, and methodical learners.
We recognize that this research is only a small step towards enhancing the teaching and learning of French civilization at the Military School of Foreign Languages However, we believe it will assist teachers and increase student motivation in the subject.
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1 http:// www.defense.gouve.fr
2 http:// www.diplomatie.gouv.fr
3 http://www.langue-fr.net
4 http:// perso.orange.fr/civilisation1.html