(LUẬN văn THẠC sĩ) l’uttlisation des tic dans l’enseignement du vocabulaire au lycée à option de TRan hung dao, binh thuan

Raison du choix du problème de recherche

Vocabulary is essential for learning a foreign language, as emphasized by various scholars (Galisson, 1983; Courtillon, 1989; Treville & Duquette, 1986) While mastering grammar and syntax is important for effective communication, having a strong vocabulary is crucial It serves as the core component in both language production and comprehension (Coady, 1997).

Vocabulary is a crucial component of language proficiency in learning French Alongside grammar and phonology, these three elements form the foundation of foreign language acquisition While the mastery of grammar and phonetics can develop over time, vocabulary enrichment must occur continuously throughout the learning process (Nguyen, 2005) However, both teachers and students at our high school face challenges in teaching and learning French, particularly in the area of vocabulary.

The integration of ICT in education and training is now a reality, significantly impacting all sectors of education and higher learning These new technologies represent a crucial strategic challenge, providing innovative teaching and learning methods, especially in foreign language education ICT facilitates the development of new educational frameworks and learning environments.

In recent years, Information and Communication Technology (ICT) has become increasingly significant in the teaching of French as a Foreign Language (FFL) within educational contexts As a French teacher at a specialized high school, I have observed that both educators and learners face challenges in vocabulary instruction and acquisition The vast amount of French vocabulary makes memorization difficult for students, particularly regarding the meaning and usage of words in real contexts While there is a consensus on the necessity of using ICT tools for teaching vocabulary, effectively integrating these technologies remains a challenge due to a lack of knowledge and motivation among many teachers and students As Vietnam's educational system embraces ICT integration, the outcomes have been mixed, prompting us to explore how these technologies are being incorporated into our high school curriculum.

HungDao utilisent-ils les TIC dans leur enseignement et leur apprentissage du vocabulaire franỗais ? ằ

Objectifs de recherche

Our study aims to identify the perceptions of students and teachers regarding the integration of ICT in teaching and learning French vocabulary in high school with a THD option We will explore how both students and teachers utilize ICT in their educational practices related to French vocabulary Additionally, we will examine the benefits and limitations of incorporating ICT in this context, identify factors that either hinder or promote the integration of ICT, and ultimately derive pedagogical implications to enhance the quality of ICT-assisted French vocabulary instruction in high school with a THD option.

A partir de nos objectifs de recherche fixés, nous sommes en mesure de formuler les questions de recherche qui suivent

Question 1: Quelle est la perception des élèves et des enseignants du lycée de

Tran Hung Dao sur l‟intégration des TIC dans l‟enseignement et l‟apprentissage du vocabulaire franỗais ?

Question 2: Comment les élèves et les enseignants utilisent-ils les TIC dans leur enseignement et leur apprentissage du vocabulaire franỗais ?

Question 3: Quels sont les apports et les limites présentés par l‟intégration des TIC dans l‟enseignement et l‟apprentissage du vocabulaire franỗais ?

Question 4: Quels sont les facteurs limitants ou favorisants de l‟intégration des TIC dans l‟enseignement et l‟apprentissage du vocabulaire franỗais ?

Question 5: Quelles sont les implications pédagogiques dégagées en vue d‟améliorer la qualité de l‟enseignement et l‟apprentissage du vocabulaire du franỗais assistộ par TIC ?

To address the research questions, a descriptive method was employed The research population consisted of students studying English as a first foreign language (LV1) who are learning French as a second foreign language (LV2), along with their French teachers Two complementary surveys were conducted: one targeting the students and the other the teachers at Tran Hung Dao High School These data collection methods ensured the gathering of the most accurate and comprehensive information possible Data analysis was performed using both quantitative and qualitative approaches.

Our thesis will be structured into three chapters The first chapter focuses on developing the theoretical framework for the research, covering essential concepts such as lexicon, vocabulary, terminology, challenges, and Information and Communication Technologies (ICT) It will also explore teaching and learning theories related to vocabulary acquisition and the significant role of ICT in enhancing vocabulary instruction and learning.

Le deuxième chapitre consiste à présenter la méthodologie de recherche et à analyser l‟état de l‟utilisation des TIC dans l‟enseignement / apprentissage du vocabulaire en procédant à l‟analyse des résultats des enquêtes

In the final chapter, we explore the pedagogical implications aimed at enhancing the quality of French vocabulary teaching and learning through ICT We will propose activities and tasks that leverage ICT to develop learners' lexical competence Additionally, we will suggest solutions to overcome the challenges faced by French as a Foreign Language (FLE) teachers and offer recommendations to improve and refine their professional skills in vocabulary instruction.

1 Quelques concepts de base 1.1 Le vocabulaire

Several definitions of vocabulary have been proposed by authors, and they appear quite similar According to Sautermeister (1992: 122), "Vocabulary is the set of words actually used by the speaker in a specific speech act, presented in either oral or written discourse."

According to Dubois (2002: 12), vocabulary is defined as a collection of words from a specific corpus, or as a set of terms unique to a particular science, art, or field, utilized by an individual or a group.

According to Duquette (1996:12), vocabulary is defined as "a subset of the lexicon of a language It consists of all semantic units, both simple and complex, as well as indivisible phrases that are realized in discourse."

According to Tran Hung (1998: 7), vocabulary is defined as the collection of words that a speaker actively uses during a specific speech act, whether in oral or written form.

1.2 Le vocabulaire et le lexique

Generally, the terms "lexicon" and "vocabulary" are used interchangeably to refer to a collection of words However, they do not entirely encompass the same concepts, making it essential to differentiate between them The Dictionary of Language Didactics (Galisson, Coste [dir.]) highlights these distinctions.

1976) nous semble apporter une définition adéquate permettant de comprendre ce qui distingue ces deux termes et ce qui détermine l‟emploi de l‟un ou l‟autre

The lexicon refers to the indefinite set of meaningful elements in a language, composed of virtual units known as lexemes Additionally, the term lexicon can denote a collection of multiple words compiled in a resource, such as a lexicon containing 4,000 words.

Vocabulary refers to the collection of words used by an individual or a group It encompasses the words found in a text, a work, or attributed to an author.

The distinction between vocabulary and lexicon is highlighted in the Dictionary of Didactics of French as a Foreign and Second Language (Cuq, 2003), where vocabulary pertains to discourse while lexicon relates to language (p.246) These definitions illustrate that, although the two terms are somewhat different, they are closely interconnected.

En effet, les lexèmes, unités virtuelles du lexique, deviennent des vocables (ou ô mots ằ) lorsqu‟ils sont actualisộs dans le discours, et forment ainsi le vocabulaire

The lexicon can be viewed as a broader concept than vocabulary, with vocabulary representing a subset of the lexicon While the extent of the lexicon can only be estimated, vocabulary can be quantified The lexicon consists of lexical words (also known as lexies, full words, or semantic words), which include nouns, verbs, adjectives, and adverbs ending in -ment, as well as grammatical words, referred to as function words or tools, such as determiners, prepositions, auxiliaries, and certain adverbs (Treville & Duquette, 1996).

When discussing terminology in a specific technical or scientific field, we refer to it as specialized vocabulary This vocabulary consists of unambiguous terms that effectively represent all concepts within the relevant discipline (Treville & Duquette, 1996).

In our work, we will use the term "vocabulary" to refer to the lexicon that learners of a foreign language can acquire It is impossible for both language learners and native speakers to master the entirety of a language's vocabulary, as it is an indefinite set Therefore, we will focus on the vocabulary that learners can memorize during their studies and reuse when needed, which comprises a specific number of words We will also use the term "word" to denote the elements that make up the vocabulary.

Méthodes de recherche

To address the research questions, we employed a descriptive methodology The study population comprises students learning French as a second language (LV2) and their French teachers Two complementary surveys were conducted: one targeting students and the other focusing on teachers at Tran Hung Dao High School (THD) These data collection methods enabled us to gather the most accurate and comprehensive information possible Data analysis was performed using both quantitative and qualitative approaches.

Structure du mémoire

Our study will be structured into three chapters The first chapter will focus on developing the theoretical framework for the research, covering essential concepts such as lexicon, vocabulary, terminology, challenges, and information and communication technologies (ICT) It will also explore teaching and learning theories related to vocabulary and the role of ICT in enhancing vocabulary instruction and acquisition.

Le deuxième chapitre consiste à présenter la méthodologie de recherche et à analyser l‟état de l‟utilisation des TIC dans l‟enseignement / apprentissage du vocabulaire en procédant à l‟analyse des résultats des enquêtes

In the final chapter, we explore the educational implications aimed at enhancing the quality of vocabulary teaching and learning in French through ICT We propose activities and tasks that leverage technology to develop learners' lexical competence Additionally, we offer solutions to address the challenges faced by French as a Foreign Language (FLE) teachers and provide recommendations for improving their professional skills in vocabulary instruction.

1 Quelques concepts de base 1.1 Le vocabulaire

Several definitions of vocabulary have been proposed, and they appear quite similar According to Sautermeister (1992: 122), "Vocabulary is the set of words actually used by the speaker in a specific act of speech, whether in oral or written form."

According to Pour Dubois (2002: 12), vocabulary is defined as a collection of words from a specific corpus, or as a set of terms unique to a particular science, art, or field, utilized by an individual or a group.

According to Duquette (1996:12), vocabulary is defined as a subset of a language's lexicon It includes all semantic units, whether they are graphically simple, compound, or indivisible phrases that are utilized in discourse.

According to Tran Hung (1998: 7), vocabulary is defined as the collection of words actively used by a speaker during a specific speech act, whether in oral or written form.

Generally, the terms "lexicon" and "vocabulary" are often used interchangeably to refer to a collection of words However, they do not entirely encompass the same concepts, making it essential to differentiate between them The Dictionary of Language Didactics (Galisson, Coste [dir.]) highlights these distinctions.

The lexicon refers to the indefinite collection of meaningful elements within a language, composed of virtual units known as lexemes It can also denote a compilation of words, such as a lexicon containing 4,000 entries.

Vocabulary refers to the collection of words used by an individual or a group It encompasses the vocabulary found in a specific text, work, or by a particular author.

The distinction between vocabulary and lexicon is highlighted in the Dictionary of Didactics of French as a Foreign and Second Language (Cuq, 2003), indicating that vocabulary pertains to discourse, while lexicon relates to language These definitions illustrate that, although the two terms differ, they are closely interconnected.

The lexicon can be viewed as a broader concept than vocabulary, with vocabulary being a subset of the lexicon While the extent of the lexicon can only be estimated, the range of vocabulary can be quantified The lexicon consists of lexical words (also known as lexies, full words, or semantic words), including nouns, verbs, adjectives, and adverbs ending in -ment, as well as grammatical words, referred to as function words or tools, which include determiners, prepositions, auxiliaries, and certain adverbs (Treville & Duquette, 1996).

When discussing terminology within a specific technical or scientific field, we refer to it as specialized vocabulary The terms that make up this vocabulary are unambiguous and effectively represent all concepts related to the relevant discipline (Treville & Duquette, 1996).

In our work, we will use the term "vocabulary" to refer to the words a language learner can memorize and reuse, acknowledging that it is impossible for either a foreign language learner or a native speaker to acquire the entire lexicon of a language, which is inherently indeterminate Therefore, we will focus on the vocabulary that learners can retain during their studies and apply as needed, encompassing a specific number of words Additionally, we will use the term "word" to denote the elements that make up this vocabulary.

Vocabulary can be categorized as active, available, or passive Active vocabulary refers to the words a person uses for communication, while available vocabulary encompasses the words a person understands and can use if needed, even if they don't actively employ them.

Having clarified the distinction between the two terms, we can now define vocabulary more precisely, independent of the term 'lexicon.' Vocabulary refers to the set of words that are used within a particular language or by a specific group of people, encompassing both the understanding and usage of these words in communication.

CARDRE THÉORIQUE

Quelques concepts de base

Several definitions of vocabulary have been proposed by authors, and they appear quite similar According to Sautermeister (1992: 122), "Vocabulary is the collection of words actually used by a speaker in a specific speech act, whether in oral or written discourse."

According to Dubois (2002: 12), vocabulary can be defined as a collection of words from a specific corpus, or as a set of terms unique to a particular science, art, or field, utilized by an individual or group.

According to Duquette (1996:12), vocabulary is described as a subset of a language's lexicon, encompassing all semantic units, both simple and complex, as well as indivisible phrases that are activated in discourse.

According to Tran Hung (1998: 7), vocabulary is defined as the collection of words that a speaker actually uses during a specific speech act, whether in oral or written discourse.

Generally, the terms "lexicon" and "vocabulary" are used interchangeably to refer to a collection of words However, they do not entirely represent the same concepts, making it essential to differentiate between them The Dictionary of Language Didactics (Galisson, Coste [dir.]) provides insights into these distinctions.

The lexicon refers to the indefinite collection of meaningful elements in a language, made up of virtual units known as lexemes It can also denote a compilation of multiple words, such as a lexicon containing 4,000 words.

Vocabulary refers to the collection of words used by an individual or a group It can pertain to the vocabulary found in a specific text, work, or by a particular author.

The distinction between vocabulary and lexicon is highlighted in the Dictionary of Didactics of French as a Foreign and Second Language (Cuq, 2003) From a linguistic perspective, vocabulary pertains to discourse, while lexicon refers to the language itself (p 246) These definitions indicate that while the two terms are somewhat different, they are closely interconnected.

The lexicon can be viewed as a broader concept than vocabulary, with vocabulary being a subset of the lexicon While the extent of the lexicon can only be estimated, the range of vocabulary can be quantified The lexicon comprises lexical words (also known as lexies, full words, or semantic words, which include nouns, verbs, adjectives, and adverbs ending in -ment) and grammatical words, also referred to as function words or tool words, such as determiners, prepositions, auxiliaries, and certain adverbs (Treville & Duquette, 1996).

When discussing terminology within a specific technical or scientific field, we refer to it as specialized vocabulary This vocabulary consists of unambiguous terms that effectively represent all concepts related to the discipline in question (Treville & Duquette, 1996).

In our work, we will use the term "vocabulary" as it pertains to the individual learner It is impossible for both foreign language learners and native speakers to acquire the entirety of a language's lexicon, as it is an indefinite set Therefore, we will focus on the vocabulary that learners can memorize during their studies and reuse when necessary, which encompasses a certain number of words Additionally, we will refer to "words" to denote the elements that make up the vocabulary.

Vocabulary can be categorized into active, available, and passive forms Active vocabulary refers to the words a person actively uses for communication, while available vocabulary encompasses the words a person understands and could use if needed, even if they are not currently in use (Cuq, 2003).

Having clarified the distinction between the two terms, we can now define vocabulary more precisely, independent of the term "lexicon." Vocabulary refers to the set of words and phrases that are used within a language, encompassing not only individual words but also their meanings and usage in context.

In foreign language education, it is impossible to teach every word in the learner's lexicon Learners cannot know all vocabulary terms The goal of vocabulary instruction is to enrich the individual lexicon of learners and assist them in making appropriate choices for precise vocabulary usage.

Vocabulary can refer to two main aspects: the vocabulary of a text and the vocabulary of an individual, which is a subset of the language For instance, a hockey player's vocabulary differs from that of a singer like Céline Dion or a politician According to Saussure's distinction, the lexicon and an individual's vocabulary belong to the language, while the vocabulary of a text pertains to speech The former two represent theoretical entities, whereas the latter can be quantified and reflects a concrete realization of that theory One of the goals of French courses is to impart knowledge about the lexicon, its functioning, and specific characteristics It is important to note that lexicon and vocabulary are not synonymous; the lexicon encompasses all words available to a speaker at a given time, while the vocabulary of a language consists of the words used by a specific speaker in particular contexts.

En d'autres termes, le lexique renvoie à la langue et le vocabulaire au discours Le lexique et le vocabulaire sont donc en rapport d'inclusion : le vocabulaire est

Enseignement et l’apprentissage du vocabulaire

The goal of foreign language instruction is not to equip learners with an exhaustive vocabulary but to enable them to master a sufficient amount of words that allow for effective communication and understanding with native speakers.

The term "word" is defined in various dictionaries, including Le Petit Robert de la langue française (2005), which describes it as "a free form endowed with meaning that directly contributes to the construction of a sentence."

Le Dictionnaire de la didactique du franỗais langue ộtrangốre et seconde

A word is a meaningful unit that, in its spoken form, consists of one or more phonemes In written form, it is represented by a sequence of characters bounded by whitespace.

La dộfinition proposộe dans le Dictionnaire de linguistique (2004) : ô Le mot est un ộlộment linguistique significatif autonome, composộ d’un ou plusieurs phonốmes ằ

In language, words are categorized into lexical and grammatical types Lexical words, also known as content words, include nouns, adjectives, and verbs, while grammatical words, referred to as function words, encompass prepositions and conjunctions.

Lexical words form a vast, unlimited, and ever-expanding set, in contrast to grammatical words, which belong to a restricted, finite, and closed group The study of lexical words, known as lexicology, focuses on these terms, referred to as lexies or lexical units.

In conclusion, vocabulary and terminology play a crucial role in any language Therefore, educators must thoroughly understand these elements to develop effective teaching strategies.

2 L’enseignement et l’apprentissage du vocabulaire 2.1 Le rôle du vocabulaire dans l’apprentissage d’une langue étrangère

The role of vocabulary in language learning is crucial, as it serves as the foundation for syntax organization (Courtillon, 1989: 146) and is essential for conveying meaning Teaching a language devoid of vocabulary is inconceivable, as words are the key to connecting learners with both the real and imaginary worlds.

Vocabulary has long been regarded as the "essence of language." It plays a crucial role in both the teaching and learning of a foreign language.

The word is central to the organization of grammatical syntax and is foundational for the semantic coherence of discourse Lexical units, in conjunction with other words, convey cultural information characteristic of a specific community, as highlighted by Duquette: "It is through vocabulary that the culture of a community is conveyed." A strong vocabulary acquisition allows for a deeper exploration of the language, encompassing both pragmatic and linguistic aspects Learning a language fundamentally involves mastering its vocabulary (Tréville, 1996: 9) Krashen (1979: 163) emphasized the importance of vocabulary in language learning, noting that "it seems clear that the lexicon is very important for foreign language learners." He also observed that "this finding is not surprising, as adults carry dictionaries rather than grammar books."

The acquisition of grammatical and phonetic systems in a second language (L2) can be theoretically confined to a specific period during the learning process; however, vocabulary enrichment is an ongoing endeavor To achieve proficiency in an L2, it is crucial for learners to acquire and regularly monitor their vocabulary (Nguyen, 2005).

Learning a language's vocabulary involves storing words, along with their usage rules and connections to other words, in memory for quick retrieval when needed for communication Examining vocabulary teaching requires a theoretical exploration of learning phenomena and the role of comprehension in language acquisition, particularly regarding the lexicon These psycholinguistic inquiries enhance our understanding of the strategies employed by effective learners and are especially relevant to language didactics.

Language serves as a tool for thought, acting as a medium for knowledge where human ideas are organized, preserved, and communicated through a system of signs Its cognitive function relies on all its components, including vocabulary, grammar, and phonetics However, it is primarily through vocabulary that the intellectual level of a speaking community is reflected.

Learning vocabulary is essential for effective communication in a foreign language Key factors in vocabulary acquisition include the ability to memorize words and the skill to infer their meanings from context.

The conceptual variants underlying language teaching methodologies revolve around three key areas of research: the purpose of teaching, language acquisition, and pedagogical approaches Over time, didactic thought has shifted significantly (Tréville and Duquette, 1996) In terms of teaching purpose, traditional methods focused on intellectual training have evolved towards a pragmatic orientation, emphasizing functional and communicative approaches Regarding language acquisition, theories range from naturalism, where language is acquired spontaneously through practice like a mother tongue, to inventionism, which requires conscious learning efforts and knowledge of language mechanics Lastly, pedagogical methodology can be either analytical, following a structural method, or holistic, prioritizing the understanding of message meaning through communicative approaches Vocabulary teaching is influenced by these various dimensions, yet it is often neglected within the communicative approach, leading to concerns among many educators about the lack of systematic study in this area.

In an institutional setting, beyond a purely utilitarian approach where learners focus solely on understanding and being understood, a systematic teaching of vocabulary is essential alongside classroom communication activities The role of education is to assist learners in acquiring practical skills complemented by knowledge about words and their functions for optimal understanding Instruction must encompass a linguistic dimension (including phonological, morphosyntactic, and semantic aspects of words), a sociolinguistic dimension (rules for word usage in discourse based on communication context and social groups), and a strategic dimension (focusing on comprehension processes, memorization, and compensating for gaps) This multifaceted approach promotes autonomous learning and supports the accumulation and deepening of lexical knowledge based on real needs and motivating objectives.

Figure 1 : Système logique d’apprentissage des connaissances

Les TIC et l’enseignement et l’apprentissage du franỗais

Depuis plusieurs décennies, les TIC exercent une certaine fascination et suscitent de grandes espérances en éducation, tout particulièrement pour l‟enseignement et l‟apprentissage des langues Figure 2 : Ordinateur

In traditional classrooms, learners receive the same instruction at the same time, in the same space, and at the same pace, following a uniform methodology However, the integration of Information and Communication Technologies (ICT) disrupts these constraints of location, time, and subject matter, resulting in a more flexible learning environment (Barbot).

In 2005, it was noted that learners are liberated from constraints of location, time, and subject matter, allowing them to access a wealth of resources online, such as websites and news broadcasts, and engage more easily with native speakers, thus positioning ICT as a vital resource center (Porcher, 2004) Consequently, with the aid of ICT, learners can set their own learning objectives, select resources, plan their studies, and assess their progress, taking full responsibility for their education However, this approach requires learners to be autonomous, possessing the ability to manage their own learning, which necessitates empowerment activities and some guidance from advisors.

Les professeurs peuvent utiliser les TIC pour enseigner les compétences de communication

In writing, ICTs (Information and Communication Technologies) provide significant added value by facilitating the socialization of written communication The collaborative and communicative possibilities of ICTs introduce a collective dimension to the individual approach to writing, exemplified by platforms like Google Groups Participants engage in discussions that evolve over time, allowing students to write in authentic contexts Additionally, the public nature of forums often motivates students to minimize errors Such resources are highly beneficial for enabling students to share their writing skills and encourage peer correction, which is less feasible with traditional paper-based methods.

To illustrate the relevance of ICT in enhancing oral skills, consider video or audio recording software like YouTube or Audacity Unlike written text, which can be read and reread, oral communication requires listening to oneself afterward, offering limited opportunities for students to critically reflect on their oral abilities By capturing audio or video excerpts of their speech, students can use evaluation rubrics provided by teachers to assess their strengths and weaknesses, either individually or in teams, potentially involving their parents as well This process allows them to re-record their performances multiple times to improve specific aspects of their oral production Consequently, this approach not only enhances their oral skills but also enables teachers to raise evaluation standards Ultimately, the integration of audio and video recordings through ICT introduces a valuable dimension of self-assessment, whether individual or collective, significantly contributing to the development of oral competence.

Recent research indicates that vocabulary learning enhances communicative skills, particularly oral communication abilities As highlighted by Tréville (2000), vocabulary acquisition in a technology-assisted context can significantly improve second language oral communication In this regard, Gadet (2003) conducted a study aimed at examining the impact of a technology-supported vocabulary learning framework on the oral communication development of Haitian students This experimental study involved the creation and validation of a learning tool primarily consisting of audio-visual capsules.

The program was tested with 24 seventh-grade students over a period of 8 weeks Adhering to a communicative and competency-based approach, the experiment involved learning situations and micro-activities focused on oral practices, structured in six stages: 1) discovering the situation; 2) exploring communicative activities; 3) understanding speech acts; 4) uncovering language concepts used; 5) reinvestment of knowledge; and 6) appropriation of knowledge.

The key findings from the study indicate that vocabulary learning in a context supported by ICT positively impacts students' oral communication skills This approach enhances their motivation to engage in spoken communication and improves their ability to use precise language and maintain coherence in oral discourse.

3.2 Les apports de l'utilisation des TIC dans l'enseignement et l’apprentissage du franỗais, du vocabulaire en particulaire les technologies de l‟information et de la communication s‟identifient concrètement à l‟ordinateur, multimédia ou toile ( vidéo, Internet, documents sonores, communication à distances etc.) tous les trois renvoyant au même miracle technologie Figure 3 : Utilisation d’ordinateur

Information and Communication Technologies (ICT) promote a student-centered pedagogical approach, enhancing the learning process They provide innovative tools for knowledge dissemination and exploration of learning strategies that support skill development Key benefits of ICT include improved accessibility to information, real-time or asynchronous communication with virtual interest groups or learning communities, interactivity, and multimedia resources.

In addition to providing enhanced broadcasting support through sounds, images, and animations via websites or PowerPoint presentations, ICT offers numerous exciting opportunities for teachers These technologies encourage the implementation of activities aimed at making students more active and collaborative in constructing their knowledge The growing interest in project-based learning and problem-solving activities that integrate ICT underscores this trend.

The effective use of ICT fosters the development of transversal skills among students While engaging in disciplinary and technological learning, students have the opportunity to enhance intellectual skills such as critical thinking and problem-solving, as well as social skills like teamwork, and methodological skills (Jefferson and Edwards, 2000) Studies indicate that students show higher motivation for ICT-based learning activities compared to traditional classroom approaches (Grégoire, Bracewell, and Laferrière, 1996; Lapierre and Gingras, 2001; Ouellet, Delisle, Couture, and Gauthier, 2001) This increased interest is attributed to the ability of ICT to diversify learning objectives, projects, and outcomes.

The use of ICT enhances and revitalizes educational approaches, promoting active pedagogy This shift emphasizes student learning activities over traditional teacher-centered instruction, fostering a more engaging and effective learning environment.

Un des atouts évidents et maintenant largement reconnus de l‟utilisation des TIC, c‟est l‟individualisation des rythmes des apprenants

The use of ICT enables learners to engage in practical exercises outside the classroom, such as in libraries or at home This technology promotes individualization in education, allowing for tailored approaches that consider each student's physical, mental, emotional, and social conditions, as noted by Legendre (1993:711) ICT respects this diversity, providing each learner with the opportunity to progress at their own pace, in a comfortable and anonymous environment, such as when using educational software.

Interactivity is a key pedagogical challenge in integrating ICT into language teaching and learning According to Jacques Naymark (1999), interactivity refers to the computer's ability to respond to user actions, providing feedback and enhancing the learning experience This concept emphasizes the potential for meaningful exchanges between the user and the machine, highlighting the reciprocal nature of interaction and the human dimension that technology can embody in the learning process.

The use of ICT (Information and Communication Technology) exposes learners to new learning situations beyond traditional teacher-student and peer interactions It enables them to experience various accents through audio and video tools, enhancing their language skills and cultural understanding.

Figure 4 : Interactivité entre professeur et élève / élève-élève

Conclusion

Vocabulary encompasses the collection of words or terms specific to a particular science, art, or field, actively utilized by a speaker in a precise communicative act, whether in oral or written discourse (Sautermeister, 1992; Dubois, 2002) It is defined as a subset of the language's lexicon, comprising all semantic units, including simple and compound forms, as well as idiomatic expressions that manifest in communication.

The role of vocabulary in language learning is crucial, often referred to as the "flesh of the language." Effective vocabulary teaching is essential for both teaching and learning a foreign language, as words serve as the foundation for grammatical structures The lexical unit is key to the semantic coherence of discourse, while words in conjunction with others provide cultural insights specific to a community, as noted by Duquette: "It is through vocabulary that the culture of a community is conveyed." A strong vocabulary acquisition enables learners to delve into the language's depth, encompassing both pragmatic and linguistic aspects Tréville (1996) emphasized that "learning a language is essentially learning the vocabulary of that language." Furthermore, Krashen (1979) highlighted the significance of vocabulary for foreign language learners, stating, "It seems clear that the lexicon is very important for language learners."

Learning a language's vocabulary involves storing words in memory so they can be retrieved almost instantly when needed for communication Mastering vocabulary is essential for effectively communicating in a foreign language Two key factors in vocabulary acquisition are the ability to memorize words and the skill to infer their meanings from context.

The primary function of a language, according to the communicative approach, is to facilitate communication In vocabulary teaching, it is crucial for speakers to select and use words effectively, while listeners or readers need to comprehend the meaning of those words Therefore, vocabulary instruction focuses on helping students understand speech acts and develop the ability to creatively utilize linguistic tools to meet their communication needs.

In today's educational landscape, information and communication technologies (ICT) have become increasingly significant in the field of teaching French as a foreign language (FLE) The emergence of new tools such as CD-ROMs and the Internet has transformed language learning Research conducted in recent years indicates that vocabulary acquisition, supported by ICT, enhances communicative skills, particularly oral communication abilities Learning vocabulary in context, facilitated by these technologies, offers substantial benefits for language learners.

TIC, comme l‟a souligné Tréville (2000), peut faciliter le développement de la communication orale en L2

Dans le chapitre suivant, nous allons présenter en premier lieu le contexte de l‟enseignement de la langue étrangère et du vocabulaire au lycée à option de THD

L’UTILISATION DES TIC DANS L’ENSEIGNEMENT ET L’APPRENTISSAGE DU VOCABULAIRE AU LYCÉE À

OPTION DE TRAN HUNG DAO

To address the research questions, we employed a descriptive method involving two complementary surveys: one targeting students and the other focusing on teachers at Tran Hung Dao High School (THD) These data collection methods facilitated the gathering of accurate and comprehensive information The collected data will be analyzed using both quantitative and qualitative approaches.

This chapter is divided into two main sections: the research methodology and the research findings The first section focuses on detailing the composition of the research samples, the data collection methods, and the planned data analysis techniques The second section presents the results obtained from the research.

1 Méthodologie de la recherche 1.1 La première enquête

This initial study aims to assess students' perceptions of Information and Communication Technologies (ICT) in English (LVE1) and French (LVE2) language learning It explores their usage, identifies the benefits and limitations of ICT, and examines the factors that either hinder or promote the integration of ICT in teaching and learning French vocabulary in high school THD options.

The research population consists of 150 students studying French as a foreign language (LVE2) in a high school specializing in THD, who are learning English as their first foreign language (LVE1) All participants began their French studies in high school, with Group 1 having one year, Group 2 two years, and Group 3 three years of French education The sample includes 150 students, predominantly aged between 16 and 18 years Notably, Group 1 had fewer participants compared to Groups 2 and 3, and there was a higher representation of female students compared to male students However, these demographic factors do not affect the validity and reliability of the research findings.

Tableau 1 Les caractéristiques sociales des élèves – participants

G1 : élèves de 10 è classe G2 : élèves de 11 è classe G3 : élèves de 12 è classe

To gather data, we employed a measurement instrument in the form of a questionnaire consisting of 35 questions organized into five categories The structure of the questionnaire is detailed in Table 2 on the following page.

The first section includes four questions (Q1 - Q4) that aim to assess students' perceptions of the significant role of Information and Communication Technologies (ICT) in society, education, language teaching and learning, and specifically in the acquisition of French vocabulary.

La deuxième constituée de 6 questions (Q5 - Q10) porte sur l‟utilisation des TIC des ộlốves dans leur apprentissage et leur auto-apprentissage du franỗais et de son vocabulaire

La troisième comprenant 11 questions (Q11 - Q21) concerne la perception des élèves sur les apports et les limites présentés par les TIC dans l‟apprentissage du vocabulaire

La quatrième comprenait 11 questions (Q22 - Q32) vise à dégager les facteurs limitants et favorisants de l‟intégration des TIC dans l‟enseignement et l‟apprentissage du franỗais en gộnộral et du vocabulaire en particulier

Les trois questions (Q33 - Q35) constituait la dernière rubrique portant sur des informations personnelles des élèves - participants enquêtés

Tableau 2 Structure du questionnaire Rubrique Nombre de questions

Rubrique 1 4 Perception des élèves sur l‟intégration des TIC les

TIC dans la société, dans l‟éducation, dans l‟enseignement et l‟apprentissage des langues et dans l‟enseignement et l‟apprentissage du vocabulaire franỗais

Rubrique 2 6 Utilisation des TIC des élèves dans leur apprentissage et dans leur auto-apprentissage du vocabulaire

Rubrique 3 11 Perception des élèves sur les apports et les limites des

TIC dans leur apprentissage du vocabulaire

Rubrique 4 11 Facteurs limitants et favorisants de l‟intégration des

TIC dans l‟enseignement et l‟apprentissage du franỗais en gộnộral et du vocabulaire en particulier

Rubrique 5 3 Informations personnelles des participants enquêtés

All questions in this questionnaire were closed-ended and written in Vietnamese, with some materials available in both Vietnamese and French to facilitate the survey process and gather more information The questionnaire is included in the appendices.

The survey was conducted in May during the 2011-2012 school year, a period ideal for data collection as students were not preoccupied with final semester exams This allowed participating students to be available for the questionnaire, enabling them to provide more detailed and accurate information regarding vocabulary learning supported by ICT (Information and Communication Technology).

The questionnaire was distributed simultaneously to 150 participants, who completed it on-site and returned it immediately after finishing their tasks, resulting in a 100% response rate The data analysis was straightforward, ensuring the reliability of the results The collected data from the survey were analyzed using both quantitative and qualitative methods.

The second survey conducted among teachers aims to identify their perceptions of the use of ICT in teaching French as a foreign language (LVE2) It explores their utilization, highlights the benefits and limitations, and examines the factors that either facilitate or hinder the integration of ICT in vocabulary instruction at the THD high school.

Équipements des TIC dans les classes

Integrating ICT into language teaching and learning requires essential computer equipment, such as computers and peripherals, as well as technological infrastructure like telephone lines and telecommunication networks Research indicates that over 50% of students at THD High School lack access to computers, and while ICT resources exist in schools, they are insufficient Additionally, there is a scarcity of educational software, which is often not adaptable or usable for language instruction and vocabulary development These challenges significantly impact the quality of ICT-assisted teaching Therefore, it is crucial to provide adequate computer equipment, well-equipped classrooms, and suitable time and space for both teachers and students to effectively engage with ICT.

A cet égard, il faut aussi suffisamment de personnes ressources pour le soutien technique et pédagogique.

Comment enseigner le vocabulaire aux élèves avec les TIC ?

L‟intérêt pédagogique du recours aux TIC est considérable Mais il n‟est pas toujours facile d‟utiliser efficacement les sources des TIC pour les enseignants et les apprenants

Pour l‟utilisation la plus efficace des TIC, il faut que le professeur ait une bonne compréhension de leur potentiel ainsi que de leurs limites

According to Lally (2000: 75), it is essential to create activities that are rich in reflection and pedagogically sound for each technology utilized The key to effective teaching and learning lies not in the materials themselves but in the activities designed around them Therefore, it is crucial to use these technologies wisely to fully leverage the benefits they offer Exercises must be engaging and robust, and for autonomous application to be effective, they should be user-friendly and diverse (Cordier 1996: 58) Renié and Chanier (1995: 4) suggest that collaboration with programmed computers allows learners to actively engage in an electronic environment, access expert knowledge, and encourages interaction, enhancing the learning process This collaboration fosters a better alignment between what learners can do and the tasks they need to complete.

It is evident that there are numerous current technological tools that can assist teachers in achieving various educational goals This article aims not to identify the best tool but to provide a brief overview of available options Ideally, a combination of different methods should be employed, as each auxiliary tool offers unique advantages By integrating essential tools such as television, video recorders, and computers, teachers can maximize the effectiveness of language classes.

Acquérir des connaissances lexicales avec les TIC

Utilizing TV5 for teaching and learning vocabulary through television programs offers students and teachers access to French-language content that reflects everyday life The platforms apprendre.TV and enseigner.TV from TV5 Monde (tv5.org) provide valuable resources for enhancing French language education.

Figure 15 : Enseigner et apprendre le franỗais avec le TV5

TV5MONDE+ is the premier completely free educational and entertainment platform available online The diverse range of programs offered on TV5MONDE+ can be effectively utilized in French as a Foreign Language (FLE) classrooms or for engaging educational activities.

Nous trouverons sur cette page les fiches destinộes à l'enseignement du franỗais langue précoce ( Voir la Figure 16 ci- dessous)

Figure 16 : Enseigner le franỗais avec le tivi5mondeplus

- http://lexiquefle.free.fr/ (Voir la Figure 17 ci – dessous)

This website offers learners courses to study and learn French Users can explore vocabulary by clicking on images, with each word accompanied by audio to aid in pronunciation Following this, an exercise related to the same theme is provided to reinforce learning.

Students have the option to download activities for offline use The materials are copyright-free for non-commercial purposes These mini-courses focus on essential French vocabulary, such as body parts and family terms.

Figure 17 : Cours pour apprendre le franỗais avec le lexique FLE

- http://www.polarfle.com/classe.htm (voir la Figure 18 ci – dessous)

This website is designed for individuals looking to improve their French as a Foreign Language (FLE) Users can choose their proficiency level at each stage of the assessment, ranging from beginner to advanced However, it is not recommended to use this resource for "absolute beginner" level learners, as a prerequisite of 50 hours of French as a second language is required.

Figure 18: Les fiches pộdagogique pour enseigner le franỗais avec le polar

- http://lewebpedagogique.com/ressources-fle/vocabulaire/jouez avec le vocabulaire/ (Voir la Figure 19 ci – dessous)

Figure 19 : Jouez avec le vocabulaire dans le webpédagogique

- Le point du FLE : http://www.lepointdufle.net/ (Voir la Figure 20 ci – dessous)

Ceci est un site ô portail ằ, c'est-à-dire un répertoire qui référence d‟autre sites

On y trouve des activités de tous ordres (grammaire, conjugaison, compréhension orale etc.)

- http://peinturefle.free.fr/ (Voir la figure 21 ci – dessous)

This website was developed to support teacher training focused on the use of iconographic images in language classes The goal was to create a variety of multimedia learning activities that are accessible to everyone New exercises are regularly added based on the requests of students and teachers.

Figure21 : Le lexique avec la peinture

- http://www.estudiodefrances.com (Voir la Figure 22 ci – dessous)

Dans ce site, il y a des activités et jeux pour apprendre le vocabulaire

Figure 22 : Activités et jeux pour apprendre le vocabulaire

- http://www.poissonrouge.com/schooloffrench/ (voir la Figure 23 ci – dessous)

Explore illustrated vocabulary in French through 17 everyday themes that enhance your vocabulary in a simple and enjoyable way, especially for visual learners The self-correcting exercises may be repetitive, but they are effective in reinforcing language skills.

Un site sympathique qui propose des fiches (47) thématiques nous proposant de trouver dans un menu déroulant les définitions appropriées des images proposées

En tout, environ 250 mots du vocabulaire de base D‟autres ressources et exercices sont également proposés sur le site

Figure 24 : Vocabulaire illustrộ en franỗais

Imagiers.net aims to assist us in learning French and enhancing our vocabulary in a simple and relaxed manner With over 1,000 modules available for free, it provides valuable resources for language learners.

Imagiers.net offre également des versions audio et vidéo de ses Imagiers, pour que nous puissions pratiquer plus efficacement et d‟une faỗon un peu diffộrente

5.2 Enseigner et apprendre le vocabulaire avec les cédéroms et les logiciels d’apprentissage en franỗais

TELL ME MORE (Voir la Figure 25 ci – dessous)

The Tell Me More software offers learners three distinct modes for their study: a free mode for independent exploration, a guided mode that suggests a tailored learning path based on the learner's priorities, and a dynamic mode that adapts the program according to the learner's objectives and performance outcomes.

Par ailleurs, les consignes peuvent être choisies dans différentes langues (allemand, anglais, espagnol ou franỗais) Figure 25: Le cộdộrom” tell me more”

1.Parler de sa famille 7 Arrivée en France

2 Parler de soi 8 Lier connaissance

3 Epeler et compter 9 Dans Paris

4 Heures et dates 10 Chercher sa route

5 Objets et animaux 11 Parler à son PC

Tableau – Liste des thốmes de l’atelier thộmatique de Tell me more Franỗais débutant

Tell Me More keeps us motivated through a variety of exercises that enhance our reading and listening comprehension, as well as our expression The program utilizes engaging and modern tools, such as video and voice recognition, to create an interactive learning experience On the homepage, with resources like DVD-ROM and WEBPASS, we can easily track our efforts and test results, clearly showcasing our progress.

"Talk to Me Français Débutant" (2002) offers interactive videos and dialogues focused on everyday themes, enabling learners to achieve oral proficiency in the language This method effectively addresses practical grammar and vocabulary through engaging activities like "Image/Word Association" and "Reordering."

Figure26: Le cộdộrom ô talk to me franỗais ằ

Upon entering the software, the learner is identified, allowing for the tracking of their progress and preferences The initial screen features a grid displaying various activities, with a total of twelve lessons, each offering up to fifteen different types of activities.

Parler de sa famille 1 Dialogue : découverte Parler de soi 2 Association image/mot Objets et animaux 3 Mot juste

Adjectifs 4 Mots croisés : diffusion audio Dans Paris 5 Prononciation de phrases Chercher sa route 6 Dialogue : expression Les commerces 7 Mot juste avec reconnaissance vocale

Le supermarché 8 Remise dans l‟ordre avec reconnaissance vocale

Un accident 9 Prononciation de mots Chez le médecin 10 Association image/mot avec reconnaissance vocale

Faire son courrier 11 Exercice de phonétique Poster son courrier 12 Dictée

Tableau - Leỗons et activitộs du logiciel Talk to me Franỗais Débutant/Intermédiaire

The "Je vous ai compris" project, illustrated in Figure 27 below, was developed from Speaker by a team from the University of Lille in collaboration with Neuroconcept Currently, there are three CDs available.

Je vous ai compris 1,2,3 "Je vous ai compris" est une méthode basée sur une approche intensive de la langue à travers différentes scènes de la vie quotidienne

Figure 27 : Le cộdộrom : ô je vous ai compris ằ

The videos are created in realistic conditions and are accompanied by comprehension activities, repetition, and both oral and written exercises The use of interactive stories allows learners to engage in practical tasks The CD-ROM "Je vous ai compris" offers activities based on these videos Learners first select one of the seven video documents, watch it, and then complete various exercises related to the chosen theme.

Each document consists of three activities: "To better understand the document," "To better use the structures," and "And now, it's your turn!" The order in which these activities are completed is suggested in the oral instructions but is not mandatory, allowing learners to click through at their own pace.

Démarches proposées pour l’exploitation des TIC dans l’enseignement et l’apprentissage du vocabulaire

Our project targets high school students enrolled in the THD option, all of whom are beginners The challenge lies in effectively teaching these classes while ensuring that students remain motivated Utilizing ICT along with various complementary activities will prove to be an effective approach.

6.2 La méthode Ado1 (Voir la Figure 29 ci – dessous)

La mộthode ô Ado1 ằ est utilisộe comme méthode principale d‟enseignement du F.L.E au lycée THD Cette méthode a été publiée en

In 1995, Hachette Publishing released a French language method primarily aimed at beginner foreign learners, including both adolescents and adults This resource is utilized for teaching French as a foreign language to students.

The French as a Foreign Language method for beginner or false beginner adolescents aims to equip them with essential communication skills for everyday interactions It integrates relevant materials and activities that resonate with teenagers, focusing on their interests such as music, sports, theater, lifestyle, pets, family, and school.

FICHE 1: EN SCÈNE (Voir la Figure 30 ci – dessous)

Manuel : Ado1 Thème: les adjectifs de nationalité, l‟âge, le théâtre (jouer)

Population: les ộlốves en franỗais de niveau dộbutant, classe 10ố du lycộe à option de THD

Type de cours : C.O Durée : 90 minutes Objectifs:

- Acquérir des connaissances lexicales : noms des pays, adjectifs de nationalités

- Travailler de faỗon autonome et en groupe

- Développer la compétence informatique (utilisation d‟internet, lancement de recherche guidée)

- Ordinateur branché à Internet configuré selon les besoins du professeur

- Projecteur multimédia, écran de projection

- Site web du moteur de recherche Google : http://www.google.fr/,

- Site permettant de visualiser et de télécharger l‟enregistrement gratuitement: http://www.ac-nancy-metz.fr/casnav/primo/primo_metho_adoa.htm

- Site vous propose de visualiser et de télécharger les drapeaux de l'ensemble des pays et régions du monde http://drapeaufree.free.fr/drapeaux.htm

- Logiciel de retouche d'image et de musique : Paint.NET, audacity

- Logiciel de présentation Microsoft office Powerpoint ou Violet

Le cours se réalise avec l‟utilisation de l‟Internet :

• Soit ô en ligne ằ à partir de moteurs de recherche ou des sites proposộs

• Soit ô hors ligne ằ à partir de recherches dộjà effectuộes par l‟enseignant et de pages enregistrées

Activités du professeur Activités des élèves

1 Premier visionnage d’affiche de films

- introduire le thốme de la leỗon : le théâtre

- faire nommer des personnages en posant la question : Qui est- ce ?

- Inviter les élèves à se rendre sur le site http://www.ac-nancy- metz.fr/casnav/primo/primo_metho_adoa.

- identifier les personnages dans cette affiche

- écouter et identifier les personnages dans ce dialogue htm pour écouter l‟enregistrement

- faire expliquer les mots nouveaux : Atlantique, une pièce, une troupe par les photos d‟une pièce ou troupe précise

- Demander aux élèves de donner les exemples avec les mots

- demander aux élèves de jouer le dialogue

- Demander aux élèves d‟imaginer une pièce qu‟ils jouent ( nom de la troupe, nom de la pièce, noms des auteurs)

- réfléchir et imaginer une pièce (5 personnes par groupe)

2 Deuxième visionnage des drapeaux des pays dans le monde

- faire nommer des pays en posant la question :

Quels pays vous connaissez ? Consigne : Trouvez les noms de pays à partir du film suivant

Divide the class into four groups After watching the film, each group will list the names of countries found on a poster provided by the teacher The group that identifies the most country names and completes the task the fastest will win.

- Vérifier ensemble le résultat de chaque groupe

- Regarder le film et écrire les noms de pays dans le tableau

- nommer des pays et adjectifs de nationalité France

Angleterre États- unis Allemagne Espagne Chine Japon Portugal Brésil Russie

2 Troisième visionnage des costumes des personnages dans la photo pour deviner les nationalités

- Donner la consigne: “Remplissez la grille avec des adjectifs de nationalités”

- Diviser la classe en 2 groupes: groupe A et groupe B Chaque groupe choisit n‟importe numéro pour trouver les mots en horizontal Dans chaque mot en horizontal

- Ecouter la consigne et expliquer ce qu‟il faut faire

- travailler en groupe : les groupes prennent les notes

3 Troisième visionnage des personnages célèbres que les élèves connaissent dans le monde

- Faire nommer des personnages en posant la question : Qui est – ce ? Consigne : Demandez et présentez ces personnages (prénom, âge, nationalité, ó il/elle habite… )

- Donner les photos de personnages : Zinédine Zidane, Célin Dion, Victo-Hugo, Xuan Mai, Mao Trach Dong, Michel Jacson, Hong Nhung, Prince Diana, Barack Obama, Ronaldo

- Faire travailler en groupes de deux personnes L‟un pose la question, l‟autre répond Chaque groupe peut choisir n‟importe quel personnage qu‟il aime

- Appeler quelques groupes pour présenter

- Regarder les photos des personnages

- Préparer en groupes de deux personnes

- Ecouter et donner des remarques sur la présentation des groupes au tableau

- Corriger oralement les erreurs : prononciation, intonation, geste, grammaire

FICHE 2: DES GOûTS ET DES COULEURS Manuel : Ado1

Thème: les vêtements, les couleurs Population: les ộlốves en franỗais de niveau intermộdiaire, classe 11ố du lycộe à option de THD

Type de cours : C.O Durée : 90 minutes Objectif

- Acquérir des connaissances lexicale : les vêtements, les couleurs ( en France)

- projecteur multimédia, écran de projection

- Site web du moteur de recherche Google : http://www.google.fr/

- Site permettant de visualiser et d‟entendre les mots pour la prononciation: http://lexiquefle.free.fr

It seems that this video doesn't have a transcript, please try another video.

Les cours se réalisent avec l‟utilisation de l‟Internet :

Le déroulement de l’activité : Activités du professeur Activités des élèves

1 Premier visionnage des vêtements et des couleurs

- faire des hypothèses des vêtements en posant la question : qu’est – ce qu’ils mettent ?

- faire repérer les vêtements dont il est question et préciser ceux qu‟on trouve dans les photos

- demander aux élèves de faire des phrases avec les mots de vêtements sur la situation dans la leỗon

- demander aux élèves d‟exploiter le site http://lexiquefle.free.fr pour entendre des vêtements et puis répéter

- donner la réponse : elle met une jupe noire, un pull jaune et des lunettes moires

Il met une chemise blanche, un pantalon bleu, un chapeau rouge et les baskets blanches

Elle porte un jean gris, un pull violet et des baskets blanches

Elle met une jupe longue, un grand pull et des chaussures à talons

- lire haut voix les vêtements

- faire passer le dialogue à deux reprises

- poser quelques questions pour vérifier la compréhension globale ô le pull de Valộrie est petit ou grand ? ô qu ‘est - ce que fait Valộrie ? ô ú rộpốte Valộrie ?

- Ecouter ô Valộrie a besoin un pull rouge ? ô le noir, c’est la mode ? ằ

- par les images illustrées, faire expliquer les mots dans la leỗon

- Demander aux élèves de faire le dialogue en deux personnes

- Deuxième visionnage de dialogue de vêtements dans le site http://lexiquefle.free.fr/vetement

- faire écouter le dialogue dans le site http://lexiquefle.free.fr/vetement

- demander aux élèves de répondre aux questions : ó se passe ce dialogue ? de quoi parle – t- on ? de quoi a besoin le client ?

- demander aux élèves de faire des exercices dans ce site

- faire écouter l‟enregistrement du vocabulaire des vêtements par les jeux dans le site http://leonardofrances.en.eresmas.com/Exercic es/mode/11.htm

- réfléchir la question et donner la bonne réponse

- écouter et rappeler les mots de vêtements

- demander aux élèves de parler de leur habillement en groupe par deux

Consigne : que aimez- vous porter ? que n’aimez –vous pas mettre ?

- diviser en 4 groupes, l‟enseignant prépare

- parler de l‟habillement et exprimer les gỏts

In a group activity, participants draw papers with the names of famous characters from comics, movies, or literature Each group then prepares an oral or written portrait of the character they selected, while the rest of the participants guess who it is This engaging exercise encourages teamwork and enhances presentation skills.

- mise en commun au tableau

FICHE 3: TOUS SPORTIFS ( voir annexe 4) Manuel : Ado1(Cahier d‟exercices)

Thème: la pratique sportifs en France Population: les ộlốves en franỗais de niveau intermộdiaire, classe 12ố du lycộe à option de THD

- Acquérir des connaissances lexicales : les sports, les sportifs ( en France)

- projecteur multimédia, écran de projection

- Site web du moteur de recherche Google : http://www.google.fr/

- Site vous propose de visualiser et de télécharger les sports : http://users.skynet.be/providence/vocabulaire/francais/menu.htm

Le cours se réalise avec l‟utilisation de l‟Internet :

Activités du professeur Activités des élèves

- faire nommer des sports en posant la question :

Quels sports vous connaissez ? Consigne : Trouvez les noms de sports à partir des images dans le site en franỗais http://users.skynet.be/providence/vocabulair e/francais/menu.htm

- Diviser la classe en 2 groupes Après avoir regardé les images, chaque groupe écrit les noms de sports au tableau

- Demander aux élèves d‟écouter et répéter

Le football, le tennis, la voile, l‟athlétisme, le handball, le basket, le judo, la marche, la natation, le golf,

- Faire lire très rapidement le texte, poser des questions pour faire comprendre globalement le texte, puis demander de répondre

Faire observer des photos pour contrôler la

- Lire très rapidement le texte et répondre aux questions posées par le professeur

Observer chaque photo et dire le réponse

Quels sont les noms de sports qui apparaissent dans le texte?

-Faire lire attentivement le texte

-Faire observer les phrases données

Demander aux élèves de choisir la bonne réponse

1/En France: a/ avant, il y avait moins de sportifs qu‟aujourd‟hui b/ avant, il y avait plus de sportifs qu` aujourd‟hui c/ aujourd‟hui, il y a moins de sportifs qu` avant

2/ Les Franỗais font du sport pour: a/ être en forme et être plus minces b/ être en forme, être plus minces, rester jeunes c/ être en forme, rester jeunes

3/ Les jeunes de moins de 13 ans: a/ font souvent du sport b/ ne font pas souvent de sport nom de chaque sport

Popular sports and physical activities include football, tennis, dance, pétanque, golf, walking, cycling, gymnastics, swimming, jogging, aerobics, skiing, handball, mountain biking, baseball, judo, basketball, and sailing.

The provided sentences indicate that there were fewer athletes in the past compared to today, highlighting the importance of being fit, maintaining a healthy weight, and staying youthful Additionally, it is noted that individuals engage in sports throughout the entire school year, confirming the accuracy of the previous statements.

Faire relire le texte et poser des questions au fur et à mesure

Demander aux élèves de répondre

In France, the most popular sports include football, basketball, and tennis, reflecting a diverse range of athletic interests French people engage in sports for several reasons: to maintain physical health, to foster social connections, to relieve stress, and to pursue personal enjoyment Each sport possesses unique characteristics, such as the team-oriented nature of football, the fast-paced dynamics of basketball, and the individual skill focus of tennis, contributing to their widespread appeal among the French population.

*Cette activité est faite en groupe de 9 élèves:

In France, football and golf represent two distinct yet popular sports, each attracting a diverse following Football, with its vibrant culture and passionate fan base, is deeply embedded in French society, often seen as a unifying force during major tournaments In contrast, golf appeals to a more niche audience, emphasizing precision and strategy, and is often associated with leisure and luxury While football matches are celebrated events drawing large crowds, golf tournaments tend to offer a more tranquil experience, highlighting the beauty of the courses and the skill of the players Both sports, however, contribute significantly to France's sporting landscape, showcasing the country's rich athletic heritage.

*Cette activité est faite en classe si le temps la permet

Demander à un élève d` écrire quelques lignes au tableau et faire corriger

Donner le résumé à trous et demander de mettre les mots à leur bonne place:

Relire attentivement le texte Réfléchir et répondre aux questions posées par le professeur

- Ce sont: le football, le tennis, le ski, les boules, le judo, le basket

The French engage in sports primarily because they enjoy it, seek to stay fit, desire to maintain a slim physique, and wish to remain youthful Additionally, participating in sports has become a trendy lifestyle choice.

Observer le tableau, relire le texte, discuter et compléter le tableau, puis les corriger préfèrent, sports collectifs, en vacances, font, cher, sports individuels, jouent, sportifs

Today, the French are increasingly engaged in sports for various reasons, including a love for physical activity, the desire to stay slim, maintain fitness, and preserve youthfulness Additionally, participating in sports has become a trendy lifestyle choice Many people partake in these activities primarily during their free time.

Les Franỗais les {le jogging, l`aérobic, le tennis, le ski, la natation }aux {le football, le handball }

Ils aussi de nouveaux sports comme le V.T.T, le baseball et le golf, qui est encore très

Réfléchir et écrire à travers des informations données

Lire le résumé à trous et les mots donnés, puis mettre les mots à leur bonne place:

Today, the French are increasingly engaged in sports, motivated by their passion for physical activity, the desire to stay fit and slim, and the pursuit of youthfulness Additionally, participating in sports has become a trendy lifestyle choice Many people tend to engage in sports primarily during their vacations when they have more free time.

Les Franỗais prộfốrent les sports individuels {le jogging, l`aérobic, le tennis, le ski, la natation } aux sports collectifs {le football, le handball }

Ils font aussi de nouveaux sports comme le V.T.T, le baseball et le golf, qui est encore très cher.

Conclusion du chapitre

After outlining some pedagogical implications, we propose a teaching activity and scenario aimed at enhancing lexical competence using ICT for students learning French as a foreign language We have observed that ICT can facilitate tasks and activities that are often challenging to implement in a traditional classroom setting The Internet can serve as one of the best resources to assist both teachers and students in effectively teaching and learning vocabulary To achieve this, French language instruction in high school, particularly in the THD option, must embrace information technology tools, invest in technical efforts, and adopt an educational policy that supports the use of ICT.

Our research focuses on the didactics of foreign languages, specifically the integration of ICT in the teaching and learning of French as a foreign language The study aims to understand the perceptions of students and teachers regarding the use of ICT in teaching French vocabulary at the high school level It explores how these students and teachers utilize ICT in their educational practices, identifies the benefits and limitations of integrating ICT into French vocabulary instruction, and examines the factors that either hinder or facilitate this integration Ultimately, the research seeks to draw pedagogical implications to enhance the quality of ICT-assisted French vocabulary teaching and learning in this institution.

Tout au long de ce travail, nous avons essayé de répondre aux questions de recherche posées au départ

We opted for a descriptive approach, conducting two complementary surveys One survey targeted students learning French as a second language (LVE2) in English, while the other focused on French teachers at THD High School in Binh Thuan.

Data analysis from two surveys highlights the significant role of ICT in various fields, including society, education, and foreign language learning, particularly vocabulary acquisition The positive impact of ICT on teaching methods and students' vocabulary learning is evident While both students and teachers frequently utilize ICT, students' usage remains relatively low Among multimedia resources, students predominantly access the Internet, while teachers utilize it less frequently Teachers tend to use email more than students, with most students communicating via email with peers rather than teachers Similarly, teachers often use email for colleague communication but less so with students In the classroom, teachers integrate ICT more frequently for vocabulary instruction, whereas students engage with ICT less often for their vocabulary learning.

The most significant contribution of this study is its exploration of the use of ICT in vocabulary teaching and learning among teachers and students It identifies both the advantages and disadvantages of integrating technology in education Specifically, ICT promotes more active pedagogical approaches, enhancing student motivation, dynamism, creativity, concentration, group collaboration, vocabulary retention, and active participation in learning French as a foreign language (FLE) For teachers, ICT integration offers the opportunity to create more engaging and appealing lessons while facilitating better collaboration with colleagues for pedagogical purposes However, the study also highlights certain drawbacks, such as challenges in using ICT for vocabulary acquisition and increased lesson preparation time for educators.

A significant contribution to the integration of ICT in teaching and learning French as a Foreign Language (FLE) and vocabulary is the identification of obstacles faced in this process These challenges include a lack of computer equipment, poor overall quality of available technology, insufficient educational software, difficulties experienced by both students and teachers in accessing necessary information, inadequate internet connections for classroom use, limited knowledge regarding ICT utilization, and a shortage of time to effectively implement these technologies.

Our study aims to identify pedagogical implications based on the results obtained, with the goal of enhancing the quality of teaching and learning French vocabulary through ICT Overall, the findings of our research met our initial expectations and questions, and they have the potential to advance the research and teaching of languages and vocabulary supported by ICT.

This study, while not exhaustive, opens new avenues for reflection and investigation It acknowledges certain limitations inherent in descriptive research To gain a deeper understanding of the benefits, drawbacks, and especially the limiting or facilitating factors of integrating ICT in language teaching and learning, particularly vocabulary acquisition, it is advisable to pursue alternative research methods, such as experimental or action research.

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3 BRAMMERT, H (1995) L’approche communicative et l’ordinateur, Etudes de Linguistique Appliquée (ELA), Paris : Didier – Érudition, p.169

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5 CORDONIER, D (1996) Un patron pour du ô prờt à porter ằ et du ô sur mesure ằ Le franỗais dans le monde n 0 282(36) :58- 61, Paris, France : CLE international

6 COURTILLON, J (1989) Lexique et apprentissage de la langue, Le Franỗais dans le monde, Hachette Edicef, pp 146 - 153

7 CUQ, J.-P (Dir.) (2003) Dictionnaire de didactique du franỗais Langue étrangère et seconde Paris, CLE International

8 DAMASKOU, M (2005) L ‘apport de l’ordinateur au développement de la compétence de compréhension et de production Unité de thématique : La technologie dans l‟enseignement du franỗais p.97

9 DÉBYSER, F (1973) La mort du manuel et le déclin de l‟illusion mộthodologique Le franỗais dans le monde n 0 100 :58- 66, Paris, France : CLE international

10 DUQUETTE, L & RENIÉ, D (1998) Stratégies d’apprentissage dans un contexte d’autonomie et environnement hypermédia Université d'Ottawa

11 GADET, F (2003) La variation sociale en franỗais Paris : Ophrys

12 GALISON, R, COSTE D (Dir.) (1976) Dictionnaire de didactique des

13 GALISSON, R (1983) Des mots pour communiquer, éléments de lexico méthodologie Paris: CLE International

14 GRÉGOIRE, R ; BRACEWELL, R et LAFERRIÈRE, T (1996) L’apport des nouvelles technologies de l’information et de la communication (NTIC) à l’apprentissage des élèves du primaire et du secondaire Revue documentaire,

Rescol, Université Laval, Université McGill

[http://www.tact.fse.ulaval.ca/fr/html/apport/apport96.html]

15 HIRSCHSPRUNG, N (2005) Apprendre et enseigner avec le multimédia,

16 ISABELLE, C (2002) Regard critique et pédagogique sur les technologies de l’information et de la communication, Montréal, 221 p

17 JEFFERSON, A et EDWARDS D (2000) ôTechnology implies LTD and FTEằ, Pan-Canadian Education Research Agenda, June, Toronto, Canadian

18 KRASHEN, S, (1979) A response to McLaughlin, The monitor model : Some methodological considerations Language Learning

19 LALLY, (2000) Emerging technologies, re- emerging techniques The French review, 74 Carbondale, United States of America: American Association of Teachers of French

20 LANCIEN, TH (1998) Le multimédia, collection Didactique des langues étrangères, CLE International, Paris

21 LAPIERRE, J et GINGRAS, G (2001) Perception des professeurs et des étudiants quant à l’utilisation et l’impact des TIC à l’École polytechnique de Montréal, Département de mathématiques et de génie industriel, École polytechnique de Montréal, p 60

22 LAROSE, F GRENON, V& Lafrance, S (2002) Pratiques et profiles d’utilisation des TICE chez les enseignants d’une université In Guir, R (2002) Pratiquer les TICE, former les enseignants et les formateurs à de nouveaux usages Ed De Boeck

23 LEBRUN, M (1999) Des technologies pour enseigner et apprendre

24 LEGRENDRE, R (1993) Dictionnaire actuel de l’éducation, Paris/ Montréal

25 LEGROS, D et CRINON, J éds (2002) Psychologie des apprentissages et multimédia Paris : Armand Colin

26 MOGI, R (2006) Nécessité d‟une préparation à l‟autoformation en formation à distance, Les cahiers de l’asdifle – les usages des TICE en FLE/FLS, pp 322-

27 NAYMARK., J (éd.) (1999) Guide du multimédia en formation, bilan critique et prospectif Paris : Retz Collection ô Comprendre pour agir ằ

28 NGUYEN Quang Thuan (2005a) Cours de méthodologie de l’enseignement des compétences linguistiques Université nationale de Hanoi

29 NGUYEN Quang Thuan (2005b) Cours de méthodologie de l’enseignement des compétences linguistiques Université nationale de Hanoi

30 OUELLET, J DELISLE, D COUTURE, J et GAUTHIER, G (2000) Les TIC et la réussite éducative au collégial, Groupe de recherche et d‟intervention en éducation (GRIE), p.145 http://www.cegep-chicoutimi.qc.ca /recherc/grie/ rapportparea.pdf]

31 POELLHUBER B et BOULANGER R (2001) Un modèle constructiviste d’intégration des TIC, Rapport de recherche PAREA, Collège Laflèche, p.204

[http://www.cdc.qc.ca/textes/modele constructiviste intégration tic.pdf]

32 PORCHER, L (2004) L’enseignement des langues étrangères, Hachette, Paris

33 PROTIC (1997) Cadre de référence du programme de formation au secondaire axé sur les technologies de l’information et de la communication de l’école Les Compagnons-de-Cartier, École Les Compagnons-de-Cartier, p 26 [http://www.protic.net/acrobat doc/cadre.pdf]

34 RÉNIÉ, D &CHANTIER, T (1995) Collaboration and computer – assisted acquission of a second language Computer assisted Language learning The

35 SAUTERMEISTER, C (1989) Pour une meilleure compétence lexicale, Le

Franỗais dans le monde, Paris, Hachette Edicef, pp 122 - 133

36 THIERRY, K & SIMON, C (2012) Atelier sur les TIC et l’enseignement- apprentissage du franỗais Universitộ de Montrộal, Canada

37 TRAN HUNG (1998) Précis de lexicologie, Hanoi

38 TREPANIER, R (1997) Les TIC à l’école primaire : Les techniques d’information et de communication Montréal: Éditions Guérin

39 TREVILLE, M.C (2000) Les Editions Logiques, une problématique d‟innovation, Vocabulaire et apprentissage d'une langue seconde Québec : Les cahiers de l’Asdifle – Les métiers du FLE

40 TREVILLE, M-C & DUQUETTE, L (1996) Enseigner le vocabulaire en classe de langue Paris : Hachette

1 A.MONNERIE, Y ; DAYEZ, É ; SIRÉJOLS, V ; LE DREFF, (2001) Ado 1 mộthode de franỗais, CLE, international

1 CUQ J-P (2003) Dictionnaire de didactique du franỗais langue ộtrangốre et seconde (ouvrage coordonné) Ed, CLE International

2 DUBOIS.J (2002) Dictionnaire de linguistique La Rousse

3 Le Petit Robert de la langue franỗaise (2005) Paris

4 Le dictionnaire de linguistique (2004) Paris

1 Larousse dictionnaires : http://www.larousse.com/en/dictionnaires/francais/

2 Dictionnaire Vdict franỗais - vietnamien et dictionnaire vietnamien - franỗais http://www.lexilogos.com/vietnamien_dictionnaire.htm

3 Le dictionnaire Freelang http://www.freelang.com/dictionnaire/vietnamien.php#download

Les sites consultés Site en franỗais

1 http://www.lexilogos.com/francais_langue_dictionnaires.htm (site consulté en aỏt, 2012)

2 http://www.bonjourdefrance.com/index/indexvocab.html (site consulté en aỏt,

3 http://lexiquefle.free.fr/.(site consulté en aỏt, 2012)

4 http://users.skynet.be/providence/vocabulaire/francais/menu.htm (site consulté en aỏt, 2012)

5 http://cr.middlebury.edu/public/french/Lexique// (site consulté en aỏt, 2012)

6 http://atschool.eduweb.co.uk/haberg/classlang1.htm (site consulté en aỏt, 2012)

7 www.tv5.org (site consulté en aỏt, 2012)

8 www.tivimondeplus.com (site consulté en aỏt, 2012)

9 http://lexiquefle.free.fr/ (site consulté en aỏt, 2012)

10 http://www.polarfle.com/classe.htm (site consulté en aỏt, 2012)

11 http://lewebpedagogique.com/ressources-fle/vocabulaire/jouez avec le vocabulaire/ (site consulté en aỏt, 2012)

12 http://www.lepointdufle.net/ (site consulté en aỏt, 2012)

13 http://peinturefle.free.fr/ (site consulté en aỏt, 2012)

14 http://www.estudiodefrances.com(site consulté en aỏt, 2012)

15 http://www.poissonrouge.com/schooloffrench/(site consulté en aỏt, 2012)

16 http://users.skynet.be/providence/vocabulaire/francais/menu.htm(site consulté en aỏt, 2012)

17 www.imagiers.net (site consulté en aỏt, 2012)

18 http://www.ac-nancy-metz.fr/casnav/primo/primo_metho_adoa.htm (site consulté en aỏt, 2012)

19 http://drapeaufree.free.fr/drapeaux.htm (site consulté en aỏt, 2012)

20 http://www.youtube.com/watch?v=ltL4O45xPyo (site consulté en aỏt, 2012)

21 http://leonardofrances.en.eresmas.com/Exercices/mode/11.htm (site consulté en aỏt, 2012) http://users.skynet.be/providence/vocabulaire/francais/menu.htm (site consulté en aỏt, 2012)

BẢNG PHIẾU HỎI 1 – HỌC SINH

Trong khuôn khổ luận văn thạc sỹ, chúng tôi nghiên cứu việc ứng dụng Công nghệ thông tin trong việc dạy và học từ vựng tại Trường THPT chuyên Trần Hưng Đạo, Bình Thuận Để thu thập số liệu phục vụ cho nghiên cứu, chúng tôi mong các bạn vui lòng trả lời các câu hỏi trong bảng phiếu hỏi dưới đây bằng cách đánh dấu () vào các ô phù hợp hoặc điền thông tin theo yêu cầu.

Mọi thông tin mà các Bạn cung cấp chỉ nhằm phục vụ cho mục đích nghiên cứu, không được sử dụng vào bất cứ mục đích nào khác

Các thông tin trả lời của các Bạn sẽ góp phần quan trọng giúp chúng tôi thực hiện nghiên cứu này

Xin chân thành cảm ơn sự cộng tác của các Bạn

I QUAN NIỆM VỀ CÔNG NGHỆ THÔNG TIN (CNTT)

1 Theo Bạn, CNTT góp phần quan trọng làm thay đổi cơ xã hội

 Không quan trọng 0% Ít quan trọng 38% Quan trọng24% Rất quan trọng 38%

2 Theo Bạn, CNTT góp phần quan trọng trong đổi mới giáo dục

 Không quan trọng0% Ít quan trọng 24%  Quan trọng38%  Rất quan trọng38%

3 Theo Bạn, CNTT góp phần quan trọng trong đổi mới phương pháp dạy và học ngoại ngữ

 Không quan trọng 0% Ít quan trọng47%  Quan trọng0%  Rất quan trọng53%

4 Theo Bạn, CNTT góp phần quan trọng trong việc dạy và học từ vựng hiệu quả

 Không quan trọng0% Ít quan trọng15%  Quan trọng49%  Rất quan trọng36%

5 Bạn có sử dụng CNTT thường xuyên cho học tập không ?

 Không bao giờ 0%  Hàng tháng 18%  Hàng tuần 32%  Hàng ngày 50%

6 Khi sử dụng CNTT, Bạn thường xuyên sử dụng

 Internet 81%  USB 10%  CD/DVD 8%  Mạng của trường 3%

7 Bạn thường xuyên sử dụng thư điện tử để trao đổi với bạn bè về việc học tập không ?

 Không bao giờ 17%  Hiếm 21%  Thường xuyên 53% Rất thường xuyên 9%

8 Bạn thường xuyên sử dụng thư điện tử để trao đổi với giáo viên về học tập không ?

 Không bao giờ 34%  Hiếm 47%  Thường xuyên 19% Rất thường xuyên 0%

9 Bạn thường xuyên sử dụng CNTT để học từ vựng không ?

 Không bao giờ 0%  Hiếm 9%  Thường xuyên 81%  Rất thường xuyên 10%

10 Bạn có thường xuyên làm các bài tập từ vựng trên các trang web tiếng Pháp không ?

 Không bao giờ 21%  Hiếm 55%  Thường xuyên 24%  Rất thường xuyên 0%

III LỢI ÍCH VÀ HẠN CHẾ CỦA VIỆC SỬ DỤNG CNTT

11 Theo Bạn, sử dụng CNTT để học ngoại ngữ nói chung và từ vựng nói riêng có rất nhiều ích lợi ?

 Hoàn toàn không 0%  Không đồng ý 0% Đồng ý 77% Hoàn toàn đồng ý 23%

12 Khi sử dụng CNTT để học từ vựng, Bạn có cảm thấy hứng thú học hơn không ?

 Hoàn toàn không 0%  Không đồng ý 9% Đồng ý 52%  Hoàn toàn đồng ý 39%

13 Khi sử dụng CNTT để học từ vựng, Bạn có cảm thấy năng động và sáng tạo hơn không ?

 Hoàn toàn không 0% Không đồng ý 10% Đồng ý 38% Hoàn toàn đồng ý 52%

14 Sử dụng CNTT để học từ vựng có giúp Bạn tập trung học hơn không ?

 Hoàn toàn không 0% Không đồng ý 21% Đồng ý 52%Hoàn toàn đồng ý 27%

15 Sử dụng CNTT có giúp Bạn học từ vựng tốt hơn không ?

 Hoàn toàn không 0% Không đồng ý15% Đồng ý 36%  Hoàn toàn đồng ý 49%

16 Sử dụng CNTT để học từ vựng có giúp Bạn hợp tác học tập, nhất là học nhóm tốt hơn không ?

 Hoàn toàn không 0%  Không đồng ý17%  Đồng ý 78% Hoàn toàn đồng ý 5%

17 Sử dụng CNTT có làm cho Bạn tiếp xúc, làm việc nhiều hơn với các bạn học so với khi học ở lớp học truyền thống (lớp không sử dụng CNTT) không ?

 Hoàn toàn không 0%  Không đồng ý 6%  Đồng ý89%  Hoàn toàn đồng ý 5%

18 Sử dụng CNTT có giúp Bạn tham gia tích cực vào các tình huống giao tiếp hơn không ?

 Hoàn toàn không 0%  Không đồng ý 0%  Đồng ý86%  Hoàn toàn đồng ý14%

19 Sử dụng CNTT có làm cho Bạn ghi nhớ từ vựng nhanh chóng và dễ dàng hơn không ?

 Hoàn toàn không 0% Không đồng ý17%  Đồng ý72%  Hoàn toàn đồng ý 11%

20 Theo Bạn, sử dụng CNTT đôi khi cũng làm cho Bạn chỉ tập trung tìm kiếm các tin tức khác ngoài kiến thức phục vụ học tập ?

 Hoàn toàn không 0% Không đồng ý 23% Đồng ý 54% Hoàn toàn đồng ý 23%

21 Theo Bạn, sử dụng CNTT để học từ vựng có khó không ?

 Rất khó 87%  Không khó 13%  Dễ 0%  Rất dễ 0%

IV NHỮNG YẾU TỐ HẠN CHẾ VÀ TẠO THUẬN LỢI CHO SỬ DỤNG CNTT VÀO DẠY

VÀ HỌC NGOẠI NGỮ VÀ TỪ VỰNG

22 Hiện tại, Bạn có máy tính (xách tay, để bàn, Ipad, notebook) để sử dụng cho việc học tập không ?

23 Trong các lớp mà Bạn học hoặc ở trường có đầy đủ máy tính không ?

 Không có 0%  Rất thiếu 100%  Thiếu 0%  Đầy đủ 0%

24 Kết nối với Internet ở trường có thường xuyên gặp khó khăn không ?

 Không bao giờ 0%  Hiếm 10% Thường xuyên 38%Rất thường xuyên 52 %

25 Trong các lớp mà Bạn học hoặc ở trường có đầy đủ các thiêt bị hỗ trợ cho dạy và học ngoại ngữ (périfériques : imprimantes, lecteurs optiques, matériel de vidéoconférence) không ?

 Không có 0%  Rất thiếu 10% Thiếu 90 %  Đầy đủ 0%

26 Các thiết bị này hoạt động tốt không ?

 Rất kém 21%  Kém 36%  Tương đối tốt 43%  Rất tốt 0%

27 Các phần mềm sử dụng ở trường có đủ cho dạy và học ngoại ngữ không ?

 Hoàn toàn không 0%  Không 0%  Thiếu 100%  Rất thiếu 0%

28 Các phần mềm (CNTT) này có cho phép dạy và học ngoại ngữ tốt không ?

 Hoàn toàn không 0%  Không tốt 0%  Tốt 62%  Rất tốt 38%

29 Các phần mềm sử dụng ở trường có dễ dàng sử dụng để hoc tiếng Pháp nói chung và từ vựng nói riêng không ?

 Rất khó 25%  Khó 66%  Dễ 11%  Rất dễ 8%

30 Bạn có thường xuyên gặp khó khăn tìm các thông tin cần tìm trên Internet không ?

 Không bao giờ 0%  Hiếm 0% Thường xuyên 61% Rất thường xuyên 39%

31 Bạn có cảm thấy thiếu kiến thức sử dụng công nghệ thông tin không ?

 Hoàn toàn không 0%  Không 0%  Tương đối thiếu 33% Rất thiếu 67%

32 Bạn có cảm thấy thiếu thời gian để sử dụng CNTT cho học tập không ?

 Hoàn toàn không 0%  Không 0%  Tương đối thiếu 17% Rất thiếu 83%

35 Bạn đã học tiếng Pháp được:  1 năm 26%  2 năm 37%  3 năm 37%

BẢNG PHIẾU HỎI 2 – GIÁO VIÊN

Thân gủi các Thầy (Cô),

Định dạng
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Dung lượng	2,87 MB