(LUẬN VĂN THẠC SĨ) Exploitation des éléments culturels dans les manuels de français des classes à option (cas des lycées à option à HaNoi)

Objectifs de recherche

Our goal is to identify the challenges faced by both teachers and learners in specialized high schools in Hanoi regarding the teaching and learning of cultural elements We aim to propose relevant methodological and pedagogical solutions to address these issues effectively.

Questions et hypothèses de recherche

This article addresses key issues regarding the challenges faced by learners and teachers in French option classes in Hanoi concerning the teaching and learning of French and Francophone cultural elements It evaluates whether the cultural content in the textbooks "Tieng Phap 10, 11, 12" and "Tieng Phap Nang Cao 10, 11, 12" aligns with the objectives of teaching French as a foreign language to students in these classes Additionally, it proposes methodological and pedagogical strategies aimed at enhancing the instruction of French and Francophone cultural elements for learners in French option classes Based on these inquiries, we formulate the following hypotheses.

Hypothèse 1 : Les difficultés dans l‟enseignement/apprentissage des faits culturels franỗais, francophones sont dues aux diffộrentes raisons :

Learners often face challenges such as limited language knowledge and a lack of sociocultural understanding, resulting in a heterogeneous language proficiency level Additionally, issues like low motivation and insufficient communication environments, along with restricted interactions with native speakers, further hinder their language acquisition process.

Teachers face several challenges in teaching culture in the classroom, including a lack of experience and methodology, an overloaded curriculum, insufficient scheduling, and a shortage of supplementary materials and resources Additionally, the cultural content in French teaching methods often does not align with educational objectives, further complicating effective instruction.

Ces facteurs constituent un obstacle majeur pour un enseignement/apprentissage efficace des ộlộments culturels franỗais, francophones

Hypothesis 2: The French and Francophone cultural content presented in the French language methods for grades 10, 11, and 12, as well as in advanced French for the same grades, highlights key aspects of French culture, including society, education, politics, literature, morals, and customs However, this content does not fully align with the objectives of teaching French as a foreign language (F.L.E) or meet the expectations of learners.

Hypothesis 3 suggests that integrating appropriate authentic supplementary documents that align with learners' levels and needs, along with a supportive Francophone environment and tailored teaching methods, can enhance the quality of teaching and learning of French and Francophone cultural elements in high schools in Hanoi.

In this research, a descriptive method was employed, utilizing techniques such as questionnaires and interviews with both teachers and learners This approach allowed for a comprehensive description of the French teaching and learning environment, particularly focusing on the cultural elements included in the French textbooks in use Data analysis led to conclusions regarding the challenges faced by both educators and students The pedagogical proposals presented in this study are grounded in theoretical foundations as well as the observed realities.

Our thesis consists of three chapters: it begins with a brief introduction justifying the choice of topic, outlining the objectives, research questions, hypotheses, methodology, and structure The first chapter focuses on the theoretical foundations, defining key terms such as "culture" and "intercultural," and exploring their significance in the teaching and learning of foreign languages, along with the methodological principles involved.

In the second chapter, we will present the current state of teaching and learning the French language and Francophone culture in French classes at option high schools in Hanoi This analysis is based on data collected from questionnaires and interviews with learners and teachers, as well as our examination of cultural elements featured in the French textbooks "Tieng Phap 10, 11, 12" and "Tieng Phap Nang Cao 10, 11, 12."

In the final chapter, we present effective and realistic proposals for the cultural content to be taught and the selection of documents based on the teaching objectives of French as a Foreign Language (F.L.E) within the official curriculum framework We also outline the methodological approach needed to enhance the teaching of the French language and Francophone culture in these institutions.

We believe that our research will make a valuable contribution to enhancing the quality of French language and culture education in high school French classes in Hanoi, as well as enriching and deepening the knowledge of French language and culture didactics within the Vietnamese school context.

In this chapter, we will highlight the concepts of "culture" and "interculturality" and their significance in the teaching and learning of the French language and culture We will explore various methods of French instruction, ranging from traditional approaches to action-oriented and interdisciplinary methods, focusing on the teaching of foreign culture, specifically French and Francophone culture.

1.1.1 Qu’est-ce que la culture?

The term "culture" originates from the Latin word "cultura" and first appeared in the French language in the late 13th century, referring either to cultivated land or religious worship Today, "culture" encompasses a wide range of meanings and applications across various fields In the social sciences, the diversity of interpretations and uses seems limitless The earliest definition of culture was provided in 1871 by English anthropologist Edward B Tylor, who described it as a complex whole that includes knowledge, beliefs, arts, morals, laws, customs, and other capabilities and habits acquired by humans as members of society.

En 1952, Alfred Kroeber et Clyde Kluckhohn, anthropologues américains, ont rộdigộ une liste de plus de 150 dộfinitions du mot ô culture ằ dans leur livre ô Culture: a critical review of concepts and definitions ằ

Over time, researchers have provided various definitions of culture According to Quebec sociologist Guy Rocher, culture is "a linked set of ways of thinking, feeling, and acting that are more or less formalized, learned, and shared by a plurality of people, serving both objectively and symbolically to constitute these individuals into a particular and distinct community." (Guy Rocher, 1969, 88).

According to CORTES (1993-1994: 46), culture is the heritage of customs, knowledge, and practices that human societies pass down from generation to generation It encompasses the social, religious, and artistic structures that shape a community Culture serves as both a vessel for individuals to express their imagination and creativity and a reservoir that provides a distinct way of life.

Louis Porcher, a French sociologist and writer, provides a significant definition of culture: "Culture is a set of common practices, ways of seeing, thinking, and doing that help define individuals' affiliations, meaning the shared legacies of which they are products and that form part of their identity" (Porcher, 1995).

On peut constater l‟ộvolution dans la dộfinition du terme ô culture ằ dans le dictionnaire ô Le Petit Robert ằ

En 1995, la culture est définie comme suit :

• Développement de certaines facultés de l'esprit par les exercices intellectuels appropriés; par exemple l'ensemble des connaissances acquises qui permettent de développer le sens critique, le gỏt, le jugement

• Ensemble des aspects intellectuels propres à une civilisation, une nation (La culture occidentale, orientale, la culture gréco-latine.)

Récemment, en 2009, les auteurs de ce dictionnaire ont ajouté :

CADRE THÉORIQUE

Notion de culture

1.1.1 Qu’est-ce que la culture?

The term "culture" originates from the Latin word "cultura" and appeared in the French language in the late 13th century, referring to either cultivated land or religious worship Today, "culture" encompasses a multitude of meanings and applications across various fields In social sciences, the diversity of interpretations and uses appears limitless The first definition of culture was provided in 1871 by English anthropologist Edward B Tylor, who described it as "a complex whole that includes knowledge, beliefs, arts, morals, laws, customs, and other capabilities and habits acquired by man as a member of society."

En 1952, Alfred Kroeber et Clyde Kluckhohn, anthropologues américains, ont rộdigộ une liste de plus de 150 dộfinitions du mot ô culture ằ dans leur livre ô Culture: a critical review of concepts and definitions ằ

Over time, researchers have offered various definitions of culture According to Quebec sociologist Guy Rocher, culture is "a linked set of ways of thinking, feeling, and acting that are more or less formalized, learned, and shared by a plurality of people, serving both objectively and symbolically to constitute these individuals into a particular and distinct community." (Guy Rocher, 1969, 88).

According to CORTES (1993-1994: 46), culture encompasses the heritage of customs, knowledge, and practices that human societies pass down through generations It includes the entirety of social, religious, and artistic structures Culture serves as both a vessel for individuals to express their imagination and creativity, and as a reservoir that provides a distinctive way of life.

Louis Porcher, a French sociologist and writer, offers a profound definition of culture: "Culture is a set of common practices, ways of seeing, thinking, and doing that help define individuals' affiliations, reflecting the shared legacies of which they are products and forming a part of their identity" (Porcher, 1995).

On peut constater l‟ộvolution dans la dộfinition du terme ô culture ằ dans le dictionnaire ô Le Petit Robert ằ

En 1995, la culture est définie comme suit :

• Développement de certaines facultés de l'esprit par les exercices intellectuels appropriés; par exemple l'ensemble des connaissances acquises qui permettent de développer le sens critique, le gỏt, le jugement

• Ensemble des aspects intellectuels propres à une civilisation, une nation (La culture occidentale, orientale, la culture gréco-latine.)

Récemment, en 2009, les auteurs de ce dictionnaire ont ajouté :

The development of specific mental faculties can be enhanced through appropriate intellectual exercises For instance, acquiring a comprehensive set of knowledge fosters critical thinking, taste, judgment, education, training, and instruction.

• Ensemble des aspects intellectuels propres à une civilisation, une nation;

• Ensemble des formes acquises de comportement, dans les sociétés humaines et c'est le synonyme de ôcivilisationằ

Among the various definitions of "culture," the UNESCO definition, presented after the World Conference on Cultural Policies in Mexico in 1982, is the most comprehensive It defines culture in its broadest sense as the collection of distinctive spiritual and material traits, intellectual and emotional characteristics that define a society or social group This definition encompasses not only the arts and letters but also lifestyles, fundamental human rights, value systems, traditions, and beliefs.

La conception de ô culture ằ, sa typologie varient d‟un auteur à l‟autre selon leur point de vue et leur discipline

Pour les didacticiens et les pédagogues, dans l‟enseignement des langues étrangères, on distingue différents types de culture: la culture cultivée, savante, anthropologique ou partagée

According to Porcher, cultivated culture plays a crucial role in society, serving as a means for individuals to define their identity It is essential for educational institutions to transmit this culture, as it "reflects an entire national culture" (Porcher, 2004, p.54) Historically, it has been the predominant focus in language teaching methods.

- Culture savante Pour Robert Galisson, “la culture savante” correspond à des savoirs touchant la littérature, les arts, l‟histoire, etc

According to Porcher (2004), shared or anthropological culture encompasses the ways in which natives perceive the world, their behaviors in various situations, their beliefs, and their representations of the foreign and intercultural interactions.

The article emphasizes the significance of cultural practices in teaching French as a Foreign Language (F.L.E), as these practices shape the behaviors and attitudes of French citizens In contrast, "cultivated culture" has historically held a lesser role in foreign language education.

Jusqu‟au milieu des années quatre-vingt, cette dimension de l‟enseignement du

F.L.E n‟a pas quasiment pộnộtrộ le cours de franỗais Cependant, la culture partagộe constitue un obstacle dans l‟apprentissage des langues étrangères, car cette culture contient des comportements que l‟on devrait adopter dans la vie quotidienne et ces comportements devraient être traduits en acte gestuel et/ou verbal Depuis ces dernières années, de plus en plus de didacticiens se sont rendu compte de la place importante de cette culture Maguy Pothier dit ainsi dans son livre: “ Si l‟on retient l‟idée que la culture partagée est la clé d‟un certain nombre de comportements sociaux collectifs et individuels, une compétence culturelle plus axée sur cette culture partagée devient incontournable pour l‟apprenant étranger (appelé à vivre dans le pays cible ou être en contact avec des natifs), s‟il veut véritablement comprendre et être compris sans malentendus interculturels” (Pothier, 2003, p.26)

Les termes de ô culture ằ et de ô civilisation ằ ont ộtộ l‟objet d‟interprộtations diverses pendant très longtemps de la part des historiens, des philosophes et des ethnologues

Dans l‟enseignement de langue étrangère, ces deux termes sont très souvent utilisés pour désigner l‟ensemble des connaissances socioculturelles Sont-ils synonymes ou concurrents dans la didactique des langues étrangères ?

In many cases, it is essential to refer to the definition of "civilization" to better understand the concept of culture The term "civilization" indirectly derives from the Latin word "civilis," meaning "citizen," through the intermediary terms "civil," which means "polite," and "civilizer," which implies "cultivated" in a figurative sense It is important to note that this term is used in various contexts, and "civilization" has only been included in the dictionary of the Académie française since its inception.

In 1835, the concept of progress emerged, often reflecting advanced social norms resulting from mastery of arts and techniques French philosopher André Comte-Sponville defines civilization as the entirety of human creations—such as works, techniques, institutions, rules, norms, beliefs, knowledge, and skills—that characterize a given society, distinguishing it from nature and other societies.

Dans le dictionnaire Le Petit Robert 2006, nous pouvons trouver les dộfinitions suivantes du terme ô civilisation ằ:

• Fait de civiliser ou se civiliser;

• Ensemble des caractères communs aux vastes sociétés considérées comme avancées; ensemble des acquisitions des sociétés humaines;

• Ensemble des phénomènes sociaux (religieux, moraux, esthétiques, scientifiques, techniques) communs à une grande société ou à un groupe de sociétés

Alors, il est à reconnaợtre qu‟il y a de diffộrents points de vue autour de la dộfinition de ces deux termes : ô culture ằ et ô civilisation ằ, ils sont tantụt synonymes, tantôt concurrents

Tout d‟abord, selon Edgar Morin (sociologue et philosophe franỗais nộ en

Culture encompasses the beliefs and values unique to a specific community, while civilization refers to broader, more encompassing entities across time and space It includes the transmission of techniques, knowledge, and science from one community to another Despite this distinction, many sociologists and anthropologists view culture and civilization as synonymous concepts.

In his book "La civilisation," L Porcher (1986:12) emphasizes the significance of cultural questions in language teaching He argues that the terms "culture" and "civilization" should not be viewed as distinct concepts; rather, they are synonymous Porcher asserts that understanding what is meant by culture and civilization is a crucial and fundamental didactic challenge.

Reboullet (1973 :46) a considộrộ ces deux termes comme synonymes : ô civilisation

In contemporary discussions, particularly among Anglo-Saxon and Spanish-speaking anthropologists and sociologists, the terms "culture" and "civilization" are often used interchangeably, sharing the same essential meaning In the context of foreign language teaching, we align with American anthropologist Edward Sapir's perspective that, for practical reasons, culture and civilization can be considered synonymous This encompasses the collective attitudes, worldviews, and unique traits of a civilization, which together define a particular people's distinctive position in the universe.

Dans l‟enseignement/apprentissage d‟une langue, il faut apprendre aux ộlốves à maợtriser une compộtence culturelle pour pouvoir bien s‟adapter à des situations de communication différentes

Interculturel

Currently, globalization fosters increasing interactions and exchanges with individuals from diverse linguistic and sociocultural backgrounds This trend has led to the emergence of a new concept known as "intercultural," which is now widely recognized.

Pour savoir ce que c‟est l‟interculturel, il faut absolument aborder sa définition L‟interculturel a la source franỗaise, dans le contexte des migrations des annộes

The term "intercultural" is derived from the Latin words meaning "between" and "culture." It refers to the interactions and relationships among various cultures or groups of people, highlighting their commonalities, exchanges, and connections.

Interculturalism serves as a framework for analyzing cultural diversity through the lens of processes and dynamics characterized by variation and complexity It is viewed as a construct that facilitates the understanding of social and educational issues in relation to cultural diversity.

La problématique interculturelle s‟élargit ensuite à d‟autres domaines (management, entreprise, communication) et est liée à l‟idée d‟ouverture En 1986, grâce à Louis Porcher, l‟interculturel fait son entrée dans le domaine du F.L.E Selon

Abdallah Preitceille, as cited by De Carlo (1998), emphasizes that interculturalism is a construct that can enhance the understanding of social and educational issues in relation to cultural diversity It serves as a pragmatic choice in response to the multiculturalism that characterizes contemporary societies The necessity to create negotiation and mediation methods arises from the impossibility of keeping separate groups that are in constant contact The prefix "inter-" in "intercultural" signifies the relationship and consideration of interactions among groups, individuals, and identities Interculturalism extends beyond the context of migrants to include other audiences, such as language classes, highlighting the phenomena that arise from the contact between languages and cultures as integral to the intercultural process.

According to M Abdallah Pretceille, interculturalism emphasizes the significance of the prefix "inter," which denotes interaction, exchange, and breaking down barriers, alongside the term "culture," which involves recognizing values, lifestyles, and symbolic representations that humans and societies reference in their relationships with others and their understanding of the world It acknowledges the interactions that occur both within the various aspects of a single culture and among different cultures, across both space and time.

Louis Porcher (2004, p118) emphasizes that learning a foreign language involves intercultural engagement rather than mere international communication While technical communication skills are important, they cannot be purely linguistic; otherwise, a constructed language like Esperanto would suffice The process of learning a new language requires respect for diverse cultures, beliefs, and lifestyles, fostering a blend of identities without losing one's own Ultimately, acquiring a foreign language affirms both personal and foreign identities, paving the way for cooperation and reducing the potential for conflict.

The intercultural approach focuses on recognizing individuals as unique subjects rather than categorizing them within a fixed set of meanings or making ethnocentric comparisons It prioritizes the individual's identity over cultural characteristics, emphasizing that encountering someone from a different culture is fundamentally about engaging with a distinct person This perspective necessitates intercultural competence, which fosters mutual understanding between individuals from diverse cultural backgrounds.

Intercultural competence goes beyond merely communicating with individuals from different nationalities or cultures; it emphasizes recognizing the interlocutor as "the other." The goal is to foster genuine encounters rather than simply learning about another culture A member of a social group utilizes cultural filters, often referred to in social psychology as "collective representations," which encompass various commonly used terms such as mentalities, beliefs, values, worldviews, attitudes, opinions, evaluations, prejudices, myths, ideologies, and stereotypes.

In the study of foreign cultures, understanding the characteristics and attitudes associated with them is essential for effective interaction The interplay between two cultures often leads to a redefinition of one's own identity and the recognition of differences, which can result in value judgments about cultural superiority or inferiority The concept of intercultural competence is crucial in teaching French as a foreign language (F.L.E), as any communication between individuals from different backgrounds is inherently intercultural While knowledge of customs may aid in understanding language and behavior, daily exchanges often involve a complex and unconscious reference system rooted in one's own culture Native speakers may communicate in ways that seem incomprehensible to outsiders, highlighting the need for F.L.E instruction to encompass not just knowledge but also skills and attitudes This approach fosters intercultural competence through meaningful interactions between the native and foreign cultures, aiming to break down barriers and promote reciprocity and solidarity.

• Acquérir la conscience que tout système de valeurs qui régit les comportements est relatif, dépend d'une culture donnée, et savoir traduire cette conscience en comportements adéquats

• Savoir identifier ce qui, dans l'interprétation d'un fait culturel étranger, relève de son propre ethnocentrisme, c'est-à-dire son crible, ses lunettes, son filtre culturel

Understanding and interpreting the diverse and complex expressions of a foreign culture requires situating them within their social, economic, and historical contexts This process fosters awareness that an individual's national identity is not the sole foundation of their identity, highlighting the existence of other relevant definitions and distinctions.

• Savoir relativiser les diffộrents concepts de ônormalitộằ que les membres de cultures différentes expriment

• Savoir identifier une norme de comportement dans une culture étrangère

• Savoir expliquer cette norme et en prévoir l'application dans une situation donnée, décrire ou adopter une attitude, un comportement permettant d'être accepté dans une culture étrangère (Bertoletti, 1997 : 30, 31)

Language classes should facilitate the understanding of the implicit dynamics that shape cultural communities, including our own This involves recognizing the functioning of our own system through a balance of light and shadow, which is essential for learning about relativity To overcome the detrimental effects of ethnocentrism, individuals must confront their fear of the unknown and cultivate autonomy, as noted by Zarate (1986) This self-reflection is crucial, as awareness of one's identity emerges from engaging with the Other, leading to a clearer definition of oneself.

In summary, developing the intercultural dimension of language teaching involves recognizing key objectives: equipping learners with both intercultural and linguistic competence, preparing them for interactions with individuals from diverse cultures, and fostering an understanding and acceptance of these individuals as unique beings with different perspectives, values, and behaviors Additionally, it aims to help learners appreciate the enriching nature of such experiences and relationships Intercultural competence can be defined as the ability of a speaker-listener to grasp, understand, explain, and positively utilize multicultural data in a given communication context According to Abdallah-Pretceille (1996), this definition goes beyond mere descriptive knowledge of cultures or civilization facts; it requires mastery of the communication situation in its entirety, complexity, and multiple dimensions, including linguistic, sociological, psychological, and cultural aspects.

Intercultural competence extends beyond cultural competence by highlighting the distinction between understanding cultural differences (ethnographic dimension) and grasping cultural variation (anthropological dimension) This shift represents a transition from analyzing static structures and states to examining dynamic, complex, and unpredictable processes Given the increasing cultural heterogenization, even within traditionally defined cultures, it is essential to recognize these evolving situations.

The ability to perceive and anticipate complex communication dynamics is essential for both speakers and listeners This skill should not only be recognized in traditional communication scenarios but also in educational contexts where interactions involve not just the teacher and learner, but also the educational text and its cultural context Effective communication requires the teacher to navigate various classification systems used by different social communities, enabling them to anticipate complex communication situations related to both the text and the learners' comprehension abilities This highlights the overlap between intercultural competence and the communication competence defined by Hymes, as noted by Galisson and Coste (1976).

Hymes defines communicative competence as the practical knowledge of the psychological, cultural, and social rules governing speech within a social context This concept entails mastery of sociolinguistic codes and variants, as well as the criteria for switching between them Additionally, it involves pragmatic knowledge of the conventional speech practices prevalent in the considered community.

Langue et culture dans l‟enseignement/apprentissage de langue étrangère

Since the 1970s, researchers have focused on the connection between language and culture within psycholinguistic and sociolinguistic studies According to Michal Byram, the ultimate goal of foreign language teaching and learning is to enhance the ability to use the language effectively for practical communication purposes.

According to Byram (1992), both linguistic and cultural knowledge significantly contribute to language learning Neglecting cultural explanations in foreign language courses can lead to serious issues, as highlighted by Louis Porcher, who notes that while linguistic errors are often overlooked, cultural misunderstandings can result in harsh judgments Byram emphasizes that language cannot be separated from its cultural context, asserting that it is impossible to disregard the inherent connection between language and culture in the classroom He further states that learning a language equates to learning its culture, as the meaning of language is shaped by the community Additionally, for foreign language learners, their exposure to the target culture is often confined to the classroom, reinforcing the importance of integrating cultural elements into language instruction for effective pedagogy.

In foreign language education, explicit and implicit cultural knowledge is crucial, as language and culture are deeply intertwined and should be taught together Effective language learning relies on a solid understanding of the associated culture, while a comprehensive grasp of the target culture can only be achieved by those who have a strong command of the language.

Language is a vital means of communication, but proficiency in a foreign language alone is insufficient without cultural and intercultural competencies Edward Sapir emphasized that language is a crucial aspect of culture, asserting that it is the first element to have reached a high level of development, which is essential for the overall advancement of culture (Sapir, 1956) Kramsch further supports this notion, highlighting the importance of integrating language skills with cultural understanding for effective communication.

In 1987, it was emphasized that culture is intricately woven into every aspect of language learning The authors recognize that culture is not merely a fifth skill; rather, it serves as the framework within which linguistic competence develops.

In her later work, Kramsch (1996, p 87) emphasizes that one of the most significant manifestations of culture occurs through language, which serves as a mediator, interpretive tool, and means of transmission As culture provides access to a community of speakers via language, language teachers must pay special attention to this connection It is evident that understanding a culture and society is essential for mastering a language, and conversely, language proficiency enhances the study of a foreign culture and society Today, culture is embedded in language and permeates all contexts where language is used—not only in literature but also in everyday life and contemporary society Therefore, language teaching cannot be separated from cultural education, as cultural knowledge cannot be fully acquired without strong linguistic competence.

In our teaching of French as a Foreign Language (F.L.E), we observe that cultural elements enrich language classes and motivate learners, especially those who may struggle, as these elements reflect real-life experiences Introducing foreign culture in language learning contextualizes knowledge and enhances understanding, suggesting that exploring a country's civilization can lead to linguistic progress By comprehending and interpreting different lifestyles and cultural realities, learners develop tolerance, curiosity, and open-mindedness Cultural facts serve as engaging materials for practicing comprehension and acquiring linguistic tools, while linguistic concepts are better retained when linked to authentic cultural contexts Therefore, the inseparable connection between language and culture is evident: teaching a language inherently involves teaching its culture Through language skills, learners also gain intercultural competencies, offering them a new perspective on the world and moral relativism.

Teaching culture alongside language instruction presents significant challenges for both educators and learners These difficulties stem from factors such as the teachers' limited proficiency, inadequate communication environments, insufficient class time, restricted interactions with native speakers, and a lack of supplementary materials Additionally, learners often struggle with acquiring knowledge and adapting their learning styles Foreign language students must navigate expressing a culture they have little experience with, often leading to the development of a new identity within an unfamiliar cultural context This disconnect can result in various difficulties, including psychological issues in extreme cases.

Désormais, ce volet incontournable de l‟enseignement de langues constitue un enjeu préoccupant à l‟égard des pédagogues

1.3.2 Enseignement de la culture à travers les méthodes

Since the 17th century, various methodologies for teaching foreign languages have emerged, some breaking away from previous approaches while others adapting them to meet society's evolving needs It is important to note that defining the chronological succession of these methodologies can be challenging, as many coexisted before one became dominant This article provides a synthesis of the methodologies that have influenced foreign language education from traditional methods to the present day.

The traditional method of language teaching, originating in the 17th century and widely adopted in the 18th and early 19th centuries, is often referred to as the grammar-translation methodology This approach emphasizes reading and translating literary texts in a foreign language, relegating oral skills to a secondary role The foreign language is analyzed through grammatical rules and exceptions, often compared to the learner's native language, making it heavily vocabulary-focused The native language is not excluded from the classroom, as it aids in word-for-word translation of the study material, sometimes supplemented by notes for better comprehension Vocabulary is taught through lists that students memorize through translation, resulting in a rich but passive vocabulary Exercises include translation, grammar applications, and dictations, while cultural elements are introduced through the exploration of historical heritage via literary excerpts from significant authors spanning from the Middle Ages to the 19th century However, traditional methods hinder learners' initiative and limit their exposure to contemporary communication, as they primarily engage with historical texts and events The teacher maintains complete control of the classroom, often creating subjective text compilations without a standardized manual, which ultimately leads to disappointing communication outcomes.

The Direct Method, widely adopted from the late 19th century to the mid-20th century, represents a shift away from the Grammar-Translation Method, as it better addresses the contemporary needs for foreign language learning aimed at achieving proficiency as a communication tool This approach to learning a foreign language is based on the natural acquisition of the mother tongue observed in children Its fundamental principles include immersive language use and a focus on speaking and listening skills.

Teaching foreign vocabulary without relying on French equivalents involves using objects or images for explanation, avoiding translations into the native language The goal is to encourage learners to think in the foreign language as early as possible.

The focus is on using spoken language directly, without relying on its written form Emphasis is placed on pronunciation, viewing written language as a "scripted" version of oral communication.

Foreign grammar teaching is conducted inductively, meaning that rules are not explicitly studied Emphasis is placed on conversational exercises and teacher-led question-and-answer sessions.

The direct method has significantly influenced foreign language teaching by integrating general pedagogy This approach emphasizes student motivation and tailors teaching methods to align with the interests, needs, and abilities of learners, gradually advancing from simple to complex content.

ÉTAT DES LIEUX DE L‟ENSEIGNEMENT-APPRENTISSAGE DES ÉLÉMENTS CULTURELS DANS LES CLASSES DE FRANÇAIS DES LYCÉES À

Présentation des lycées à option à Hanoi

Hanoi - Amsterdam High School, established in 1985 with the support of Amsterdam's Mayor Ivo Samkalden, is one of four pilot high schools in Hanoi Initially located in Giang Vo with around 400 students, it relocated in 2010 to Hoang Minh Giam Street in a modern neighborhood Renowned for its high success rates in the baccalaureate exams and its students' achievements in international Olympiads in mathematics, physics, chemistry, and biology, the school currently serves nearly 800 students, including 200 middle schoolers and 600 high schoolers The school fosters international cooperation with various global institutions and organizes numerous extracurricular activities with embassies in Hanoi Currently, it offers six French classes, comprising three bilingual and three option classes, with over 160 students selected through a competitive process, all of whom have studied French since primary school and attend six French sessions weekly, aiming for B1 or B2 proficiency by their final year.

L‟ancien lycộe du Protectorat a ộtộ fondộ par les Franỗais à Hanọ en

Established in 1908, the Lycée Chu Văn An, also known as Trường Bưởi, transitioned from French instruction to becoming a prestigious secondary school in Northern Vietnam by 1945 Today, it remains a leading educational institution, with numerous students achieving accolades in national and international competitions The lycée currently offers six French classes, enrolling over 150 students selected through competitive exams, all of whom have been learning French since primary school and typically reach a B1 proficiency level In addition to classrooms and administrative buildings, the school features a multimedia room, laboratory, library, computer lab, music room, and sports facilities Students actively engage in various clubs, including classical dance, table tennis, science, and literature, promoting their physical and cultural development.

2.1.3 Le lycée à option ULEI- UNH (ou lycée Annexe)

Established in 1969, the ULEI-UNH High School (or Annex High School) is renowned as Vietnam's premier specialized institution for foreign languages Currently, students can study seven languages: English, French, Chinese, Russian, Japanese, German, and Korean The school offers modern infrastructure, including classrooms, libraries, a multipurpose hall, and advanced equipment from the University of Languages and International Studies Additionally, it features computer labs and a language laboratory equipped with the latest technology The curriculum adheres to the educational standards set by the Vietnamese Ministry of Education and Training.

High school students are trained to excel in foreign languages and aspire to enroll in prestigious universities in Vietnam and abroad after graduation Each year, the school hosts teachers and students from countries such as Australia, France, China, Singapore, Canada, the United States, Japan, Germany, and South Korea for exchange programs and school partnerships The students are serious, active, dynamic, and creative, having won numerous national and international awards Additionally, the school offers 14 clubs, including the CNN English Club, CHJ (Chinese Club), JFA (Young Francophiles), CNN Intelligence Science Club, as well as music, art, and sports clubs, all aimed at fostering personal growth and development among the youth.

De plus, l'école organise également de nombreuses activités extrascolaires pour dộvelopper leurs talents et leurs capacitộs crộatives Les classes de franỗais crộộes en

The 1969 cohort of the ULEI - UNH special option class is among the first of its kind in high school, with students recruited through a competitive exam Their language proficiency varies significantly, as some began learning French in primary school while others started only in high school Despite this diversity, they are dynamic, creative, hardworking, and diligent in their studies With the support of excellent French teachers, they have achieved considerable success in national competitions Currently, the class consists of around 140 students, who attend six French sessions each week.

Nguyen Hue High School, established in March 1947, has produced numerous notable alumni, including military heroes, scientists, writers, poets, teachers, and doctors, earning its reputation as one of Hanoi's premier educational institutions The school features modern classrooms equipped with computers and projectors to enhance the teaching and learning experience for nearly 600 students annually Over the years, Nguyen Hue has fostered international exchanges and collaborations with various universities worldwide, resulting in over a hundred national and international award winners since 2000 In 1988, the French class was created, becoming one of the school's three excellence programs, where motivated and creative students are taught by four dedicated and passionate French teachers Despite many students having no prior knowledge of French before admission, the educators strive to find suitable teaching methods, providing six French sessions each week.

The pilot high schools in Vietnam offer a friendly yet serious educational environment, where students are selected through competitive examinations, ensuring a cohort of intelligent individuals with solid foundational knowledge Experienced and dedicated teachers provide excellent support to their students, contributing to a conducive learning atmosphere Additionally, these institutions boast satisfactory material conditions and infrastructure, fostering an effective working environment for both educators and learners This article will briefly present the themes and cultural content found in the "Tieng Phap 10, 11, 12" series and the advanced "Tieng Phap 10, 11, 12" series published by the Education Publishing House.

2.2 Prộsentation gộnộrale des manuels de franỗais ôTiếng Phỏp 10, Tiếng Phỏp

11 et Tiếng Phỏp 12 ằ et ô Tiếng Phỏp 10 nõng cao, Tiếng Phỏp 11 nõng cao, Tiếng Phỏp 12 nõng cao ằ

The French textbooks "Tiếng Phỏp 10," "Tiếng Phỏp 11," and "Tiếng Phỏp 12," along with their advanced versions, are designed for students in grades 10, 11, and 12 in Vietnam Developed as part of the educational reform from 2003 to 2008, these resources cater to learners of the first foreign language and those in specialized classes The Education Publishing House is responsible for the organization, editorial review, printing, and distribution of these manuals The author team includes Vietnamese Francophone educators, such as project leaders M Nguyễn Văn Mạnh and M Nguyễn Hữu Thọ, along with several other contributors.

Phỏp 10 nõng cao, Tiếng Phỏp 11 nõng cao, Tiếng Phỏp 12 nõng cao ằ)

In the Hanoi-Amsterdam and Chu Van An high schools, specific textbooks are utilized for teaching French as a Foreign Language (F.L.E.) In contrast, at Nguyen Hue and Annexe schools, educators also incorporate additional resources such as Alter Ego and Festival This research focuses exclusively on the series Tiếng Pháp 10, Tiếng Pháp 11, and Tiếng Pháp 12, along with the advanced levels Tiếng Pháp 10 nâng cao, Tiếng Pháp 11 nâng cao, and Tiếng Pháp 12 nâng cao.

2.2.1 Objectifs À propos de l‟objectif général, ces manuels aident les élèves à acquérir des connaissances fondamentales du franỗais correspondant à l‟õge, à leur niveau de connaissance; à utiliser le franỗais dans la comprộhension orale, ộcrite, l‟expression orale et écrite; à avoir une méthode de travail créative; avoir une bonne attitude vis-à-vis de la culture de la langue du Vietnam et de celle de la France

Quant à l‟objectif spécifique, ils visent à consolider et à développer la compộtence communicative en franỗais à travers les activitộs rộceptives et productives : la compréhension écrite, orale, l‟expression écrite et orale

Each textbook consists of six units, with each unit containing two lessons centered around a specific theme Following the lessons, there is a review or consolidation section, along with a recreation or project component, encouraging further exploration Therefore, each textbook is structured to enhance learning and engagement.

12 leỗons, 6 rộvisions/consolidations et 6 rộcrộations/projets/Un pas de plus

Dans chaque manuel ô Tiếng Phỏp 10, Tiếng Phỏp 11 et Tiếng Phỏp 12ằ, une leỗon comporte les parties suivantes :

- Compréhension écrite : un document et des illustrations qui contiennent les contenus linguistiques de la leỗon, les faits de civilisation reliộs au thốme traitộ

- Vocabulaire : des tableaux d‟apprentissage et des exercices de vocabulaire

- Grammaire : des tableaux d‟apprentissage et des exercices de grammaire

- Compréhension orale : un document et des activités destinées à l‟entraợnement de la comprộhension orale

- Expression orale : un (ou des) document(s) et des activités destinées à l‟entraợnement de la production orale

- Expression écrite : un (ou des) document(s) et des activités destinées à l‟entraợnement de la production ộcrite

La structure de chaque leỗon du ô Tiếng Phỏp 10 nõng cao, Tiếng Phỏp 11 nõng cao, Tiếng Phỏp 12 nõng cao ằ est un peu diffộrente de celle du ô Tiếng Phỏp

10, Tiếng Phỏp 11 et Tiếng Phỏp 12ằ, une leỗon comporte les parties suivantes :

- Compréhension orale : deux documents et des activités destinées à l‟entraợnement de la comprộhension orale

- Compréhension écrite : un document et des illustrations qui contiennent les contenus linguistiques de la leỗon, les faits de civilisation reliộs au thốme traitộ

- Connaissance de la langue : des tableaux d‟apprentissage et des exercices de grammaire (Pour le ô Tieng Phap 10 nang cao ằ, cette partie se trouve dans la partie Compréhension écrite )

- Expression orale : un (ou des) document(s) et des activités destinées à l‟entraợnement de la production orale

- Expression écrite : un (ou des) document(s) et des activités destinées à l‟entraợnement de la production ộcrite

2.2.3 Contenus culturels insérés dans les manuels

The analysis of the program summaries in these textbooks reveals that each lesson incorporates selected trigger texts based on themes and text types, effectively integrating elements of French culture into the teaching of the French language These sociocultural elements reflect students' daily lives and interests, covering topics such as prominent educational institutions in France, adolescents' reading preferences, French literature, the future of education, family dynamics in French society, youth career orientation and training, modern societal issues, as well as environmental concerns like pollution and conservation Additionally, the textbooks provide students with insights into remarkable scientific discoveries, notable figures and their inventions, and francophone countries in the Asia-Pacific region.

The cultural content in these textbooks does not fully meet learners' expectations, as topics like cloning and genetic modification remain unfamiliar to them Additionally, since these textbooks were published over a decade ago, some information is outdated or no longer relevant Therefore, it is essential to incorporate more recent documents and data to provide students with an updated and accurate overview of contemporary French society.

Présentation de la méthode de recherche

In this research study, we employed a descriptive method utilizing techniques such as observation, questionnaires, and interviews with both teachers and learners Questionnaires were particularly advantageous as they allowed us to survey a large number of students, facilitating quicker and easier data processing We conducted three surveys through questionnaires to gain a deeper understanding of the teaching of cultural elements in French classes across four specialized high schools in Hanoi.

A questionnaire survey was conducted to assess the level of knowledge about French culture among French language learners in optional French classes in Hanoi This survey, detailed in Annex I, consists of 20 questions designed to evaluate high school students' understanding of various aspects of French culture, including society (4 questions), sports (1), politics (1), geography (2), cinema (2), Francophonie (2), literature (2), music (1), customs and culture (3), and education (1).

A questionnaire survey was conducted to assess the state of French culture education among high school students enrolled in French language classes in Hanoi This survey targets the same group of learners and includes multiple-choice questions as well as open-ended questions to encourage personal reflections and suggestions regarding the teaching of French culture Comprising 18 questions, the questionnaire explores the current status of cultural education in French classes and the students' perceptions of the cultural elements presented in the Tieng Phap 10, 11, and 12 textbooks.

A separate questionnaire survey consisting of 20 questions aims to explore French teachers' perceptions regarding the teaching of linguistic and cultural knowledge, as well as their feedback and evaluations of the textbooks used in their instruction.

Tieng Phap 10,11,12 (Voir Annexe III)

In the initial two surveys, we opted for the Vietnamese language to avoid potential language barriers that could hinder learners' comprehension of the questions For the teacher-specific questionnaire, we utilized French.

In a study conducted during the 2015-2016 academic year, we surveyed 165 high school students aged 15 to 18 from four specialized high schools in Hanoi: Hanoi-Amsterdam, Chu Van An, Annex, and Nguyen Hue This diverse group primarily consists of students who have been learning French in bilingual classes since elementary school, with 73% of them from Chu Van An and Hanoi-Amsterdam, while some from Annex also fit this profile The remaining students only began studying French in high school, having previously learned English in middle school, resulting in varying levels of French proficiency This disparity poses challenges for teachers in selecting appropriate textbooks and teaching methods, particularly when there is a significant gap in students' French language skills.

We conducted a survey among eight experienced French teachers from four high schools in Hanoi Most of them are seasoned educators, with one nearing retirement, and some have had the opportunity to participate in training programs in France, enhancing their skills in the French language and culture We maintain regular contact with these teachers during professional and social gatherings, which provide enjoyable and valuable opportunities for exchanging experiences related to our work This interaction has yielded a wealth of useful information from my colleagues for our research project.

Analyse et interprétation des résultats des enquêtes

2.4.1 Apprenants 2.4.1.1 Niveau de connaissances en culture franỗaise des apprenants

To gain a better understanding of our audience and their knowledge of French culture, we conducted a survey among learners using a questionnaire titled "Exploring the Extent of Knowledge on French Culture Among French Learners in Elective Classes in Hanoi" (See Appendix I) Below, we present the results and our observations.

All students in Vietnam learn a foreign language, either French or English, at school, including primary, secondary, and high school levels In Hanoi, 100% of students at Hanoi-Amsterdam and Chu Van An high schools study French from primary school, while 58.5% of students at Annexe start learning French in primary school and 41.5% begin in high school In contrast, 100% of Nguyen Hue high school students learn French starting in high school Consequently, many students, particularly those from Chu Van An and Amsterdam, already possess some understanding of French culture.

Following the survey, we conducted statistical operations, ranking, processing, and analysis of the learners' responses This data processing allowed us to compile the following summary table.

Tableau rộcapitulatif des connaissances de la culture franỗaise des apprenants

Et nous représentons ces résultats dans les graphiques suivants (Voir figures

1,2,3,4) pour mieux mettre en évidence les progrès ainsi que les lacunes de connaissances socioculturelles des apprenants de chaque promotion

Figure 1 Taux de bonnes rộponses sur la culture franỗaise/francophone des apprenants de Hanoi-Amsterdam (Le premier questionnaire)

Figure 2 Taux de bonnes rộponses sur la culture franỗaise/francophone des apprenants de Chu Van An (Le premier questionnaire)

Figure 3 Taux de bonnes rộponses sur la culture franỗaise/francophone des apprenants d’Annexe (Le premier questionnaire)

Figure 4 Taux de bonnes rộponses sur la culture franỗaise/francophone des apprenants de Nguyen Hue (Le premier questionnaire)

The data reveals that students from four high schools demonstrate insufficient knowledge in politics, with high rates of incorrect responses (39%, 40%, 22%, and 37% for students from Amsterdam, Chu Van An, Annexe, and Nguyen Hue, respectively) Notably, 18.40% of respondents were unable to answer the given question, likely due to a longstanding lack of interest in political matters In contrast, these students exhibit strong knowledge in education and sports, achieving an 80% correct response rate, which may be attributed to the relevance of education and health issues to the youth's interests.

Regarding Francophonie, the percentage of correct answers remains relatively consistent, with 64% among high school students in Amsterdam, 63% in Chu Van An, and 67% in Annexe This is considered low, given that the concept of Francophonie is prevalent throughout their French language learning In contrast, students at Nguyen Hue show a higher rate of 78% Additionally, over 30% of respondents are unaware that French is a primary language in Canada.

In the field of geography, the findings are quite disappointing Nearly 50% of learners mistakenly believe that Île-de-France is an island near Brittany or a French overseas territory Furthermore, over 50% of eleventh-grade students lack this basic knowledge, which is surprising given that this information is covered in Lesson 4 of the "Tieng Phap 11 nang cao" curriculum.

Many high school students are unaware of the everyday behaviors of the French, such as the customs surrounding gift-giving or the cultural significance of certain phrases, leading to misunderstandings This raises the question of whether teachers adequately address the cultural elements embedded in language during instruction If these implicit meanings are not clearly explained, it can result in gaps in knowledge that may cause cultural misunderstandings or shocks Therefore, effectively transmitting cultural elements in foreign language teaching is essential.

In subjects such as Sociology, Music, and Literature, the percentage of correct answers among students from four high schools shows slight variations, as illustrated in the summary table above.

The table highlights the varying levels of knowledge regarding French culture among learners It is clear that those who studied French in primary or middle school have a significantly broader cultural background compared to those who start learning French as a foreign language in high school This discrepancy creates challenges for teachers managing heterogeneous classes, where students with prior knowledge from primary school are grouped with beginners from high school, as seen in the Annexe school Consequently, educators struggle to establish a unified progression that meets the needs of all students involved.

In foreign language education, it is essential to provide learners with knowledge about the country, its people, and the customs and traditions of the language community, even with limited prior knowledge As mentioned previously, learning difficulties arise not only from linguistic barriers but also from sociocultural ones Once these barriers are overcome, learning French as a foreign language (F.L.E) becomes easier, and sociocultural knowledge further enhances language acquisition Additionally, this knowledge significantly boosts learners' motivation as they explore new realities distinct from their own culture Ultimately, learner motivation is a crucial factor in teaching F.L.E.

2.4.1.2 Méthodes d’enseignement de la culture en classe de F.L.E

The survey titled "Assessment of the State of French Culture Teaching in FLE Classes for Students in French Option Classes in Hanoi" yielded significant results and observations from the previously selected sample of learners.

- Conscience du rôle des connaissances culturelles dans l’apprentissage d’une langue étrangère

When discussing the importance of cultural knowledge in learning a foreign language, it is evident that most learners recognize its significance Nearly half of the respondents consider cultural knowledge necessary (43%), with a substantial portion deeming it very necessary (56%).

Figure 5 Rôle des connaissances culturelles dans l’apprentissage d’une langue étrangère

According to the survey, 78% of respondents believe that gaining cultural knowledge can significantly enhance their motivation to learn a foreign language Additionally, the results indicate a strong correlation between sociocultural knowledge and improved communicative skills.

Figure 6 Influence des connaissances socioculturelles sur les compétences communicatives

The data clearly indicate that nearly all learners recognize the significance of cultural knowledge in developing communicative skills during their French as a Foreign Language (F.L.E.) education.

Regarding the challenges faced by learners in acquiring French as a Foreign Language (F.L.E), a significant 76% of respondents attribute their difficulties primarily to linguistic issues, while 22% also highlight cultural obstacles This indicates that learners place considerable emphasis on understanding both the language and the cultural context in their studies.

QUELQUES PROPOSITIONS PÉDAGOGIQUES POUR AMÉLIORER L‟ENSEIGNEMENT DES ÉLÉMENTS CULTURELS DANS LES

Contenus culturels à enseigner et choix de documents

Given the challenges faced by teachers and learners in the teaching and learning of cultural facts, it is essential to identify, modify, and enhance the cultural content and classroom materials used in the French as a Foreign Language (F.L.E) curriculum This approach aims to better align with the educational objectives within these institutions.

Teachers should closely monitor the themes covered in each lesson of the textbook while also providing supplementary materials related to these themes This approach aims to enrich, consolidate, and elevate students' linguistic and cultural knowledge of French It is essential to introduce informative texts accompanied by various illustrations and to emphasize topics that resonate most with students Additionally, diversifying the types of documents and activities can help address any gaps in the chosen methodology The content of each textbook is organized around six key themes established by the curriculum: school, daily life, social issues, humanity and science, youth, and Francophonie.

It is essential to ensure that the documents added align with the progression outlined in the language education program This means establishing a strong connection between language and culture, taking into account both linguistic competence and cultural competence.

Today, the benefits of authentic materials in teaching French as a Foreign Language (F.L.E) and culture are widely acknowledged, as they reflect the real language and culture of the country Given the diversity and complexity of these materials, the goal is not to understand every detail but to achieve a general comprehension of the context Therefore, the teacher will select authentic documents based on the linguistic and cultural objectives to be achieved.

Devant la grande variété de documents authentiques, l‟enseignant peut se trouver dans l‟embarras du choix, donc que va-t-il choisir ?

En ce qui concerne les documents audio-visuels, il a le choix entre les images, les photos, les cartes postales, les affiches, les publicités, les vidéos, les CD-ROM, etc

Parmi les textes, il pourra choisir de petites annonces, des prospectus, des horaires, des billets, des plans, des tracts, des modes d‟emploi, des recettes, des menus, etc

By adhering to the curriculum, teachers can provide supplementary materials on the topics covered, aimed at enhancing and solidifying students' linguistic knowledge while also deepening their understanding of French culture This includes aspects such as daily life in France, social issues, the relationship between humanity and science, youth, and the Francophonie.

Additionally, if time permits, the teacher can introduce supplementary materials related to the objectives of teaching French as a Foreign Language (F.L.E) and the students themselves, such as current events in economics, politics, technology, art, and science, as well as cultural behaviors, traditions, and practices based on the socio-professional categories of the French This is important because the themes presented in textbooks tend to remain static year after year If the teacher is satisfied with the content provided by the textbook authors, the lessons may become less engaging, as motivated learners eager for knowledge and new experiences will find little left to discover beyond what the method offers.

The teacher's responsibility involves selecting specific aspects of reality to focus on and, based on the learning objectives they have established, determining the tasks that students need to complete.

The teacher will assign tasks to students based on specific learning objectives The teaching approach will not simplify reality or cultural facts but will instead focus on creating educational activities centered around the document.

We provide several examples to justify the choice of documents related to cultural content in education The trigger text for Lesson 2 of Tieng Phap 10 discusses the construction of the European Union, the percentage of foreign language learning in France, and the dissemination of the most widely spoken languages worldwide However, the Europe depicted in the textbook reflects a version from around 2006, showcasing 24 countries, while the European Union currently consists of 28 member states as of 2013.

La tâche de l‟enseignant est alors de fournir aux apprenants des documents complémentaires sur ces changements (les nouveaux pays membres)

The information about Laos in the text "Laos, the land of a million elephants" from the reading comprehension section of Lesson 11 in "Tieng Phap 10" and in the text "A country rich in diversity" from Lesson 11 of the advanced manual "Tieng Phap 10" is outdated and needs to be updated with more accurate information.

Et pour bien d‟autres thèmes, nous pouvons procéder à la même manière pour combler les lacunes des documents disponibles dans la méthode utilisée

In her 1982 work, "Teaching to Communicate in a Foreign Language," Sophie Moirand emphasizes that in language courses conducted away from the country where the language is spoken, exposure to the language relies heavily on the materials used, as well as the discourse of both the teacher and fellow learners This highlights the critical importance of selecting appropriate language samples presented through the course materials.

The choice of materials used in foreign language teaching, particularly in French, is crucial for successful learning outcomes While documents labeled as "authentic" are often utilized, they should be viewed as substitutes for reality, as they only attempt to mimic the true culture, presenting it in a fragmented and arbitrary manner It is essential to find ways to accurately represent the foreign reality, especially for learners who are far removed from the target culture.

How can we effectively reproduce French reality, especially when our learners are far from the culture? What are the best methods for presenting French culture in FLE (Français Langue Étrangère) classes in a sustainable manner? How can we enhance cultural contact for French learners both in and out of school? We aim to provide some proposals to address these questions regarding the teaching of cultural knowledge in FLE classrooms.

Supports pédagogiques supplémentaires

In light of challenges such as insufficient resources and limited interaction with native French speakers, which hinder teachers and learners in their cultural education within French as a Foreign Language (F.L.E.) classes, it is crucial to identify strategies to address these gaps Beyond traditional teaching materials like methods and documents, leveraging information and communication technologies can significantly enhance the teaching and learning process of French.

Bennette Schwartz (2008) stated that media are fundamental components of a country's culture, reflecting societal interests at specific historical moments and revealing socio-cultural trends Audiovisual tools play a crucial role in the acquisition of elements of French culture.

In recent years, the significant growth of information and communication technologies (ICT) has greatly influenced the teaching and learning of foreign languages The integration of ICT in French as a Foreign Language (FLE) courses aims to enhance learners' cultural awareness through the diverse array of resources available online, as well as the engaging combination of sound, image, and text By varying the materials used in class, it is believed that motivation and interest in studying French cultural elements will increase Therefore, incorporating ICT into language courses is both an inspiring and achievable approach Furthermore, media and websites serve as highly effective tools for sourcing supplementary information related to educational content, allowing teachers to provide learners with online resources connected to lesson themes A wide range of technologies can be utilized by both educators and students in the process of teaching and learning foreign languages and fostering intercultural understanding.

- Les auxiliaires ordinaires: la radio, le magnétophone, les cassettes,

- Les auxiliaires de haute technologie, notamment ordinateur, en deux types:

+ Les équipements hors ligne : les cédéroms, les projecteurs, la caméra,

+ Les équipements en ligne : Internet, software,

The Internet serves as a valuable resource for French classes, offering a wealth of publicly available documents that cover a wide range of topics relevant to society These online platforms provide educators with access to diverse information related to teaching content, including current events, education, cinema, literature, art, entertainment, and tourism This abundance of resources helps make French lessons more engaging and motivating for students.

Pour aider les apprenants à ne pas gaspiller de longues heures à parcourir des documents sans intộrờt, l‟enseignant peut leur recommander certains sites franỗais -Actualité:

Comme les enseignants, les apprenants manquent de documents authentiques

The electronic newspaper keeps readers updated on the latest news from France Le Monde's website (http://www.lemonde.fr) is the leading French general news site.

The France Info website offers a wealth of multimedia resources, making it a valuable platform for news and information For those unable to access French television channels, TV5 provides an opportunity to watch videos from the international French-speaking news channel.

Les apprenants peuvent consulter les sites www.edufrance.fr ,www.fr.dir.yahoo.com

, http://education.gouv.fr/sup/univ.htm, http://www.etudierenfrance.com/version_francaise/index_guide.php, pour avoir des informations utiles

French literature plays a significant role in the country's culture, with various websites offering valuable information on its history, including key periods, notable works, and representative authors These resources also cover different literary genres, prestigious literary awards, and major French publishing houses, enriching the understanding of France's literary heritage.

Films are typically a major interest for learners Film enthusiasts can discover reviews and critiques of French and Francophone films on the Ecran Noir website (http://erannoir.fr).

How to get around cities in France? The RATP website (http://www.ratp.fr) and the site (http://islamfrance.free.fr/orientation.html) offer valuable information about public transportation in Paris, including route calculations and maps Educators can utilize images from these sites to illustrate various transport options, such as TGV trains, metro tickets, and the Navigo pass, enhancing the learning experience for students.

French cuisine is renowned worldwide, offering a rich tapestry of regional specialties and dining habits To explore the culinary traditions of France, learners can visit websites such as France Art de Vivre, Recettes et Terroirs, and Guide du Gourmet, which provide insights into famous dishes and restaurants across various regions, as well as a journey through France's gastronomic delights.

Educational websites serve to guide learners, often created by educators or domain experts Among these resources, many are dedicated to teaching French as a Foreign Language (FLE), providing valuable materials for learners.

Bonjour de France, Canal Rêve, AsapFrance, and Civilisation Française are valuable resources for learning French The website Apprendre.TV, powered by TV5Monde, offers an excellent educational platform with 13 short televised reports that provide insights into French culture.

Rôle de l‟enseignant dans l‟étude de la culture

In the past, teachers primarily acted as knowledge dispensers in language education However, with the evolution of language and culture teaching principles, their role has shifted to that of guides, informers, and intercultural mediators This change allows learners to explore foreign languages beyond the classroom, emphasizing self-directed learning and fostering a broader worldview.

It is essential for educators to allow learners to employ their own learning strategies, reflection, and interpretation Teachers should guide students in their self-directed learning by motivating them and stimulating their intercultural curiosity regarding the cultural and linguistic aspects of the target language.

Formation et auto-formation des enseignants

In their crucial role, teachers must recognize the significance of culture in teaching French as a Foreign Language (F.L.E) and be trained in both the language and French culture Teacher training focused on cultural education is essential for effectively navigating this delicate task.

As discussed in the previous chapter, teachers face significant challenges in teaching cultural elements to learners due to their insufficient knowledge of the target language's culture and a lack of mastery in methodologies for teaching culture in French as a Foreign Language (F.L.E) classes Therefore, it is essential to provide them with more ongoing training in French culture to enhance their professional and intercultural competencies.

French society evolves daily, with its sociocultural realities changing rapidly It is essential for FLE (French as a Foreign Language) teachers to closely monitor these changes and update their knowledge This ensures they provide learners with accurate and current information about France, which motivates students in their language learning journey and reinforces their acquired knowledge.

How can we implement effective continuous training for our teachers? In the 1990s, Vietnam benefited from financial support from the French government, which facilitated the regular organization of pedagogical meetings and training sessions.

Every week, French teachers in Hanoi gathered at the IFI (Institut Francophone d’Informatique) at the Polytechnic School to exchange teaching experiences, develop educational resources, and enhance their linguistic and cultural knowledge with the support of Vietnamese and Francophone pedagogical advisors These meetings provided valuable opportunities for teachers and students to interact with native speakers through classroom visits Additionally, every summer, the AUF and the French Embassy in Hanoi offered training programs in major cities in Vietnam or even in France, allowing teachers to immerse themselves in a genuine French cultural environment Upon returning to Vietnam, these educators could share their experiences with their students However, due to budget restrictions from the French government, pedagogical meetings and training programs in France have become increasingly rare Nonetheless, collaboration among institutions and associations such as the French Embassy, AUF, and CREFAP has proven effective in teacher training, with workshops, conferences, and continuous education organized in cities like Hanoi, Ho Chi Minh City, Da Nang, and Can Tho These events promote diverse group work, cooperation, and exchanges among teachers from various institutions, enabling them to learn from more experienced colleagues and apply new insights to their own teaching By participating in these training sessions, educators stay informed about significant sociocultural events in France and Francophone countries and acquire new methods and techniques for teaching culture.

F.L.E, mettre à jour les récentes recherches des didacticiens et des chercheurs en matière de culture pour mener à bien leur enseignement dans les classes de langue, rafraợchir leurs connaissances professionnelles

Self-training is an essential component for teachers, enabling them to enhance their cultural knowledge through valuable resources such as seminar communication papers, training documents, and online platforms This ongoing self-education allows educators to update and enrich their daily knowledge, aligning it with the demands of their professional reality To ensure effective foreign language teaching, it is crucial for teachers to engage in continuous self-training throughout their careers.

Quelques activités culturelles et démarche pédagogique

The teaching of culture began in the Middle Ages and has evolved to its current state, closely aligned with ideal standards, through necessary changes that adapt to the demands of the era, educators, and learners This evolution includes the transformation of materials used to study foreign cultures, with a shift towards content that reflects the realities of foreign societies in a more relatable manner The objectives of cultural teaching continue to challenge French as a Foreign Language (FLE) teachers, especially in Vietnam, where there is limited contact with Francophones and a lack of clarity regarding what and how to teach This raises important questions: What are the theories of foreign culture learning, and what methods and techniques can educators employ to achieve the primary goals of cultural instruction?

The success of any teaching method relies not only on theoretical foundations but also on the collaboration between the teacher and students It is essential for educators to not only master their pedagogy but also to adapt it to their specific environment, utilizing their personal talents and those of their students to achieve collective teaching objectives Teachers must understand the context in which they operate, considering various factors such as their own role, the students, the levels of understanding, the content being taught, available resources, future perspectives, and the theories and methods they choose to implement.

Pour améliorer l‟enseignement/apprentissage des éléments culturels, nous voudrions donner quelques propositions suivantes :

Throughout the teaching of French as a Foreign Language (F.L.E.), educators engage learners with various aspects of French culture, either through personal choices or a structured thematic progression Numerous school and extracurricular activities can enhance students' motivation towards French culture By transforming the F.L.E classroom into a vibrant cultural environment, teachers can foster a deeper understanding of French culture, thereby increasing motivation for the language This can include creating collections of photos, drawings, and postcards about France, decorating the classroom with relevant documents and texts, organizing intercultural evenings filled with activities, and preparing group culture presentations Additionally, encouraging students to correspond with French-speaking friends through mail or online exchanges, or participating in class exchanges, allows for cultural exchanges that are highly motivating Ideally, immersive experiences in France or other Francophone countries provide students with the opportunity to live in a linguistic and cultural environment, facilitating direct communication with native speakers and continuous cultural discoveries.

For learners of French as a foreign language, regularly engaging with French sociocultural news is highly encouraged Teachers can allocate time each week for students to present two or three significant news stories from France or Vietnam, sourced from newspapers or television This activity helps students view foreign realities through the lens of their own culture and personal experiences Additionally, teachers can invite students to share their experiences by discussing intercultural confrontations between their native culture and foreign cultures This approach enables students to identify and analyze cultural misunderstandings, revealing linguistic and cultural interferences while fostering a deeper understanding of French culture, including topics like same-sex marriage, euthanasia, and the role of women in society and family.

Teachers should adopt a thematic approach to cultural facts, focusing on selectively presenting well-defined sociocultural aspects in the classroom, such as work, leisure, unemployment, and travel, while maintaining a synthesis perspective to learn the essentials of each topic Each unit of the method, often centered around a theme, introduces learners to various facets of French culture Although the materials are labeled as "authentic," they should be viewed as substitutes for reality, as they only attempt to mimic the real culture and are inherently fragmented and arbitrary Therefore, it is essential to find ways to accurately represent the foreign reality, especially for learners who are far removed from the target culture Cultural dossiers are frequently utilized for this purpose, and themes can be drawn from the method or proposed by the teacher as necessary The pedagogical approach for each theme typically unfolds in three stages.

- Une étape de sensibilisation ó l‟apprenant circonscrit précisément le thème Cette phase a pour but de mettre en place les éléments de la langue indispensables à l‟étude et à la discussion du thème

An essential phase in the exploration of cultural facts involves gaining a comprehensive understanding of the issue at hand This process includes comparing, reflecting, and confronting various perspectives, which ultimately contributes to linguistic enhancement and the refinement of skills It represents a deepening of knowledge that is crucial for effective cultural study.

- Enfin, une étape de synthèse qui sollicite le réemploi des informations trouvées et l‟appropriation de celles-ci par les apprenants sous forme de débats ou d‟exposés devant la classe

The approach outlined above assists learners in synthesizing information, organizing their thoughts, and interpreting clues from various perspectives However, it is important to recognize that this is not the only possible method Communicating and sharing knowledge among faculty members is essential for enriching our pedagogical expertise.

Teaching a foreign language in a classroom while emphasizing the cultural dimension is challenging yet essential To spark learners' curiosity about an unfamiliar country or culture, it is crucial to encourage them to reflect on their own culture, understanding their people, values, and history This foundational knowledge fosters a deeper analysis of the target culture and promotes objectivity By cultivating learners' interest in the target culture and encouraging them to draw comparisons, highlighting similarities and differences, educators can enrich their understanding without promoting one culture over another Ultimately, the goal is to enhance learners' knowledge and raise awareness of cultural diversity.

The teacher's primary focus should be on fostering learner autonomy, enabling students to take charge of their own learning journey This aspect of education is crucial and should not be overlooked Additionally, self-assessment plays a vital role in the learning process, as it allows learners to evaluate their progress and determine how much further they need to go to achieve their initial learning objectives.

Vous pouvez trouver aussi dans les Annexes V, VI quelques propositions de démarches pédagogiques à exploiter dans l‟enseignement des éléments culturels dans une classe de F.L.E.

En langue cible ou en langue source ?

The teaching of cultural elements related to the target language can be conducted either implicitly or explicitly, depending on the learners' progress A key question arises: Should cultural facts be addressed in the source language or the target language being studied? In this context, the target language is French, while the source language is Vietnamese.

According to the principles of comparative linguistics, the acquisition of a foreign language is influenced by habits formed through the practice of one's native language These habits can both facilitate and hinder the learning process, leading to phenomena such as translation and negative interference that warrant attention At times, established native language habits can pose significant obstacles in studying a foreign language, known as negative interference Additionally, the foreign language being learned can impact the native language, evident in cultural aspects reflected in rhetorical figures (such as metaphor and euphemism) present in both languages.

When a native speaker translates a statement from their language, the listener may struggle to grasp its meaning This challenge is particularly evident with idiomatic expressions, which often carry cultural, sociological, and even anthropological nuances In such cases, it is sometimes necessary to use equivalent expressions For instance, in Vietnamese, one might say "ugly as a ghost" or "strong as a buffalo," highlighting the importance of cultural context in translation.

Franỗais disent : ô laid comme un pou ằ, ô fort comme un taureau ằ

To overcome the challenges of teaching a foreign language, it is essential to compare the differences between the two languages and highlight the unique syntactic and cultural features of the target language Many theoretical resources advocate for incorporating cultural elements into foreign language instruction, as language serves as a vehicle for culture For instance, a single word may carry different meanings depending on whether it is used by a French speaker or a Québécois Additionally, the relationship between speech acts and context further illustrates this cultural connection In some instances, the teacher may choose to use either the native language or the foreign language to effectively explain cultural concepts to students Therefore, the teacher's methodology must remain flexible when teaching culture.

On pourra utiliser la langue maternelle dans les cas suivants :

- Pour donner le sens de certains mots et expressions dans les contextes parfaitement définis

- Pour présenter le matériel phonétique ou grammatical

- Pour comparer quelques phénomènes des deux langues.

Evaluation

Assessment is crucial for educators across all subjects, as it not only measures students' linguistic skills but also their ability to apply knowledge in a foreign language and culture, known as cultural competence Evaluating learners' achievements helps teachers determine the effectiveness of their instruction and whether educational objectives are being met However, traditional exams are often viewed more as a way to evaluate students' learning capabilities rather than teachers' teaching effectiveness.

In the teaching of culture, assessing cultural competence is essential Currently, evaluations in educational institutions primarily rely on written tests to measure the acquisition of cultural concepts However, assessing cultural competence should encompass four dimensions: knowledge, skills, attitudes, and learning strategies Therefore, educators should implement alternative assessment strategies beyond traditional tests, such as portfolios, observation grids, behavior documentation, attitude inventories, surveys, and self-assessment reports.

Moreover, this assessment should not be limited to a specific timeframe but should occur continuously throughout the teaching and learning process It is the responsibility of educators to select the appropriate types of assessment that align with the teaching context and the learning needs of students.

Formative assessment focuses on developing cultural competence and tracking learning progress, while summative assessment provides a comprehensive overview of achievements at the end of a training period and certifies them with a grade.

Continuous assessment should be conducted by both teachers and learners, utilizing tools such as checklists or grids A portfolio that compiles samples of completed tasks at various stages of reflection or project execution is essential for this process.

Evaluation can be categorized as either direct or indirect Direct evaluation involves the learner actively engaging in assessment tasks, such as group discussions or role-playing, where the teacher observes and uses a criteria grid to assess each individual's performance according to the most relevant categories.

L‟évaluation indirecte sous forme de test évalue le plus souvent les connaissances acquises des apprenants

To successfully teach cultural facts in French classes at Hanô high schools, it is crucial to train teachers in intercultural competence and the implementation of intercultural approaches in language instruction, particularly in French as a foreign language (FLE) We believe that our pedagogical proposals will be flexibly and appropriately applied by both teachers and learners of French in these institutions It is essential for them to strictly adhere to the intercultural approach, which involves stepping outside one's own perspective, empathizing with others, cooperating, and understanding how others perceive reality and how they perceive us The implementation of this intercultural approach is vital for the effective teaching and learning of cultural facts in French classes.

This research on the teaching of cultural facts in French classes at option high schools in Hanoi has successfully met its initial objectives In the first chapter, through documentary research, we clarified essential concepts such as culture, civilization, cultural competence, interculturality, and the roles of language and culture in foreign language teaching, particularly French, transitioning from traditional methods to action-oriented approaches These theoretical foundations are crucial for assessing how cultural facts are taught within the French curriculum used in the four option high schools in Hanoi, framed by relevant theories and practical approaches.

Chapter 2 presents a field study on the state of French language teaching and learning in specialized high schools in Hanoi Using descriptive methods, including questionnaires for teachers and students, we identified various challenges stemming from both direct and indirect causes, such as a lack of interaction with native French speakers and insufficient ongoing training in intercultural education The findings from these surveys led us to propose pedagogical strategies aimed at enhancing the quality of French instruction in these institutions Key among these proposals is the importance of teachers' and students' awareness of cultural elements in language learning Furthermore, training teachers in intercultural approaches is essential for the success of French education The integration of ICT in French teaching and learning is also crucial, as it enriches students' linguistic and cultural knowledge Lastly, evaluating students' language proficiency and cultural understanding, both directly and indirectly, is an integral part of the teaching process, allowing for a comparison of learners' achievements against the objectives set by the French curriculum in these four specialized high schools.

We hope that through concrete educational proposals, our research contributes to enhancing the quality of teaching French cultural facts found in the French textbooks "Tieng Phap 10, 11, 12" and "Tieng Phap 10, 11, 12 nang cao," which are used in specialized high schools in Hanoi.

We acknowledge that there are still imperfections in our research work Any feedback and suggestions from professors and colleagues are greatly appreciated and will help us achieve perfection.

Our research focuses on effectively utilizing online resources to enhance and enrich the French and Francophone cultural knowledge of French-speaking high school students in specialized programs in Vietnam.

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Cultures ằ, Le Franỗais dans le monde, No 227, p.40-50

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Le Franỗais dans le monde n° 97 p.72

17 NGUYỄN Quang Thuấn, 2003, ô Ảnh hưởng của cỏc kiến thức văn hoỏ đến năng lực giao tiếp bằng tiếng Phỏp của sinh viờn chuyờn ngữ Việt Nam ằ, Hà Nội

- http://fr.wikipedia.org/wiki/Culture

- Alfred Kroeber et Clyde Kluckhohn file:///C:/Users/Admin/Desktop/B%201.pdf

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UNESCO's Declaration of Mexico on Cultural Policies was established during the World Conference on Cultural Policies held in Mexico City from July 26 to August 6, 1982 This significant document outlines the importance of cultural policies in promoting cultural diversity and fostering social development For more information, refer to the official document available at [UNESCO's portal](http://portal.unesco.org/culture/fr/files/12762/11295422481mexico_fr.pdf/mexico_fr.pdf).

-http://www.academie-francaise.fr/le-dictionnaire-les-neuf-prefaces/sixieme-preface

-https://fr.wikipedia.org/wiki/Andr%C3%A9_Comte-Sponville

PHIẾU ĐIỀU TRA VỀ KIẾN THỨC VĂN HOÁ PHÁP CỦA HỌC SINH HỌC TIẾNG PHÁP TẠI TRƯỜNG THPT CHUYÊN HÀ NỘI

PHIẾU ĐIỀU TRA VỀ KIẾN THỨC VĂN HOÁ PHÁP CỦA HỌC SINH HỌC TIẾNG PHÁP TẠI TRƯỜNG THPT CHUYÊN HÀ NỘI

Em đã học tiếng Pháp được mấy năm? - ……….năm

Các em vui lòng trả lời câu hỏi hoặc khoanh những đáp án đúng cho những nội dung sau:

1.TGV là chữ viết tắt của :

□ tổ chức y tế thế giới □ ngành đường sắt Pháp □ một tàu cao tốc hiện đại

2 Céline Dion là ca sĩ người nước :

□ một liên hoan phim quốc tế □ một lễ hội thời trang quốc tế

□ một lễ hội truyền thống thành phố Cannes

□ cùng với tiếng Anh, là ngôn ngữ chình thức của chình phủ liên bang

□ là tiếng nước ngoài được giảng dạy trong các nhà trường

□ chủ yếu được nói ở miền Tây Ca-na-da

5 Trong số những nhân vật sau, những ai là diễn viên người Pháp?

□ Gérard Dépardieu □ Molière □ Brigitte Bardot

□ Chaplie Chaplin □ Charles De Gaule □ Louis de Funès

6 “Gavroche, Cosette, Jean Valjean, Javel ” là tên những nhân vật trong tác phẩm nào, của ai?

□ tổ chức các nước có sử dụng tiếng Pháp

□ một tổ chức của Liên hợp quốc chịu trách nhiệm phát triển tiếng Pháp trên thế giới

□ một tổ chức đảm bảo việc phát triển và hợp tác giữa các nước có sử dụng tiếng Pháp

□ tên một bảo tàng ở Pháp □ tên một kênh truyền hính ở Pháp

□ tên một loại nhật báo ở Pháp

9 Trong số những nhân vật sau đây, những ai là nhà văn người Pháp?

□ Marguerite Duras □ Chateaubriand □ Léonard de Vinci □ Jules Verne

□ là hòn đảo nằm ở gần vùng Bretagne

□ là một lãnh thổ của Pháp nằm ở Đại Tây Dương

□ là tên gọi vùng Paris

11 Nhiệm kí của tổng thống hiện nay kéo dài : □ 4 năm □ 5 năm □ 7 năm

12 Trong số các tên đưa ra dưới đây, đâu là đài phát thanh của Pháp ? □ RFI □ TV5 □ DALF

13 Tháp Eiffel được xây dựng nhân triển lãm thế giới vào năm □ 1789 □ 1878 □ 1889

14 “BAC” là từ viết tắt của

□ bằng tốt nghiệp THPT Pháp □ bằng tốt nghiệp THCS Pháp

□ một chứng chỉ tiếng Pháp

15 Thành phố nào ở Pháp sau đây nổi tiếng về sản xuất rượu vang?

□ phìa Đông Bắc nước Pháp □ phìa Đông Nam nước Pháp

□ phìa Tây Nam nước Pháp

17 Zinedine Zidane có nguồn gốc xuất thân từ □ Algérie □ Pháp □ Ý

18 Người Pháp không bao giờ tặng cho nhau :

□ hoa hồng □ hoa cúc □ hoa huệ

19 Trong các dịp lễ (sinh nhật, Pâques, Noel, ) , khi được tặng quà, người Pháp sẽ

□ mỉm cười, nói lời cám ơn và để vào nơi trang trọng nhất

□ chờ khi mọi người ra về hết rồi mới mở quà

□ nói lời cám ơn và mở món quà ngay truớc mặt người tặng mính

20 Theo quan niệm của người Pháp, thành ngữ nào trong số 3 thành ngữ sau đây là đúng ?

Xin cám ơn các em rất nhiều!

TÌNH HÌNH DẠY/HỌC KIẾN THỨC VĂN HOÁ PHÁP

TRONG LỚP HỌC TIẾNG PHÁP ĐỐI TƯỢNG ĐIỀU TRA : HỌC SINH LỚP CHUYÊN TIẾNG PHÁP

TÌNH HÌNH DẠY/HỌC KIẾN THỨC VĂN HOÁ PHÁP TRONG LỚP HỌC

TIẾNG PHÁP ĐỐI TƯỢNG ĐIỀU TRA : HỌC SINH LỚP CHUYÊN TIẾNG PHÁP HÀ NỘI

Các em học sinh thân mến, để hỗ trợ nghiên cứu về thực trạng dạy và học các yếu tố văn hóa tại các lớp chuyên tiếng Pháp ở Hà Nội, chúng tôi mong các em vui lòng trả lời các câu hỏi dưới đây bằng cách đánh dấu X vào các ô tương ứng hoặc cung cấp thông tin cần thiết theo yêu cầu Ý kiến của các em sẽ đóng góp quan trọng cho nghiên cứu này.

Em đã học tiếng Pháp đuợc mấy năm? - ……… năm

1 Trong quá trính học một ngôn ngữ nước ngoài, những kiến thức về văn hoá của đất nước đó có thực sự cần thiết không?

□ Rất cần thiết □ Tương đối cần thiết □ Ít cần thiết □ Không cần thiết

2 Việc nắm bắt được các kiến thức văn hoá điều đó có tạo động lực cho em thêm khi học ngoại ngữ không?

□ Có □ Không □ Em không biết

3 Việc thiếu kiến thức văn hoá về đất nước mà mính học ngôn ngữ có gây trở ngại cho em trong việc học ngôn ngữ đó không?

Nếu có, thí gặp khó khăn trong kỹ năng nào:

□ Diễn đạt nói □ Diễn đạt viết

□ Cả bốn kỹ năng trên

4 Trong quá trính học tiếng Pháp, em thấy những cản trở cho việc hiểu một văn bản tiếng Pháp xuất phát:

□ Từ những khó khăn về ngôn ngữ

□ Từ những khó khăn về văn hoá

□ Từ sự thiếu các kiến thức chung của bản thân

□ Từ những lý do khác Em hãy nêu rõ!

5 Những khó khăn về văn hoá, nếu có, là do :

□ Những hiện thực văn hoá nước ngoài không tồn tại trong văn hoá mẹ đẻ

□ Những hiện thực văn hoá nước ngoài biểu hiện dưới những hính thức khác so với văn hoá mẹ đẻ

□ Sống trong một môi trường chịu ảnh huởng quá lớn của văn hoá mẹ đẻ

□ Không có điều kiện tiếp cận với thực tế đời sống văn hoá Pháp

□ Những khó khăn về mặt ngôn ngữ để hiểu các nội dung kiến thức trên bằng tiếng Pháp

□ Những khó khăn khác, hãy chỉ rõ!

……… 6.Trong gia đính của em:

□ Mọi người đều nói tiếng Pháp và có những hiểu biết về nền văn hoá Pháp

□ Một số thành viên nói tiếng Pháp và có hiểu biết về văn hoá Pháp

□ Chỉ có một mính em biết nói tiếng Pháp và có hiểu biết về văn hoá Pháp

7 Ngoài các giờ tiếng Pháp trên lớp, em còn có điều kiện khác tiếp xúc với văn hoá Pháp không?

□ Có các mối liên hệ gia đính/bè bạn với người Pháp tại Việt Nam

□ Có các mối liên hệ gia đính/bè bạn với người Pháp tại Pháp hay tại một nước nói tiếng Pháp

□ Đã đi du lịch tại Pháp

□ Đã đi du học tại Pháp

□ Xem các kênh truyền hính bằng tiếng Pháp

□ Đọc sách, tạp chì của Pháp

□ Tham gia các hoạt động khác

8 Sách vở, các phương tiện thông tin đại chúng có cung cấp đủ những kiến thức văn hoá, văn minh mà em cần không?

□ Đủ □ Tương đối đủ □ Chưa đủ □ Không cung cấp chút nào Nếu chưa đủ thí theo em chúng cần được cung cấp bằng cách nào nữa?

□ qua bố mẹ □ qua bạn bè

□ qua những bài học ở trường □ qua việc giao tiếp với người nước ngoài

9 Em thấy thiếu các kiến thức văn hoá chủ yếu trong những lĩnh vực nào?

□ Đời sống chình trị □ Cộng đồng Pháp ngữ

□ Môi trưòng □ Hệ thống giáo dục

□ Việc làm □ Khoa học công nghệ

□ Lĩnh vực khác, hãy chỉ rõ!

10 Em quan tâm đến lĩnh vực nào dưới đây khi muốn hiểu biết về văn hoá Pháp?

□ Đời sống chình trị □ Cộng đồng Pháp ngữ

□ Môi trường □ Hệ thống giáo dục

□ Việc làm □ Khoa học công nghệ

□ Lĩnh vực khác, hãy chỉ rõ!

11 Khi học văn hoá Pháp, em thìch được làm việc với:

Giáo viên người Pháp, với văn hóa mẹ đẻ, sẽ giảng dạy hiệu quả hơn, mang đến cho học viên cơ hội thực hành tiếng Pháp với người bản ngữ.