Cadre théorique
Compréhension et compréhension orale
According to dictionaries such as Larousse and Le Robert, understanding is defined as the knowledge of meaning, functioning, or nature of something, or the ability to comprehend Karima Ferroukhi notes that in psychology, understanding involves integrating new knowledge with existing knowledge by relying on spoken or written text D Gaonac'h adds that perception or understanding occurs through a process of assimilation, which constructs a representation of information based on previously acquired knowledge He further explains that language reception processes consist of cycles of sampling, prediction, testing, and confirmation.
1 La comprộhension orale et les stratộgies d‟ộcoute des ộlốves apprenant le franỗais en 2ème année moyenne en Algérie, 2009
2 Gaonac‟h, D 1990 Théories d‟apprentissage et acquisition d‟une langue étrangère Paris
Understanding is a psychological process connected to an abstract or physical object, such as a person, situation, or message, enabling individuals to think and utilize its concepts It represents a relationship between the knower and the object of knowledge To comprehend involves possessing the necessary skills and attitudes toward the object of knowledge, allowing for intelligent behavior.
Figure 1 : La compréhension – la relation entre le connaisseur et un objet de connaissance 1.2 Compréhension orale
Listening comprehension is a crucial step in communication that should not be left to chance In learning a second language, as in acquiring a first language, understanding precedes expression Before students can articulate and convey an oral message, they must first be exposed to the second language Immersion in a rich and varied linguistic environment enhances their ability to internalize the language The more students receive meaningful messages, the better they can grasp the second language Therefore, teachers play a vital role in facilitating effective listening.
1.2.1 Définition de la compréhension orale
According to Fatima Alsayed, listening comprehension is the ability to derive meaning from spoken statements, involving various mental processes such as identifying, discriminating, and processing information This occurs within a dynamic and integrated interaction process.
La compréhension comparée à une pratique (intelligente) de la citation, comprendre à l'oral c'est identifier des diffộrences ou reconnaợtre ce que l'on connaợt dộjà ằ 3
1.2.2 Phases de la compréhension orale
Figure 2 : Les phases de la compréhension orale
Pre-listening is the phase where the teacher prepares students to engage with the content During this stage, the teacher captures students' attention on the topic of the audio material Next, the teacher provides essential vocabulary that will aid in comprehension Finally, the teacher explains the task that students are expected to complete.
Listening is a crucial phase where learners strive to grasp the overall meaning of an audio document by utilizing both linguistic and non-linguistic cues, alongside the teacher's guidance During this stage, they also evaluate the hypotheses formulated in the previous phase If deemed necessary, the teacher may provide a second or third listening opportunity.
L‟après-écoute est le moment ó l‟enseignant corrige les tâches données Et les élèves partagent ce qu‟ils ont compris sur le document sonore, leurs avis et leurs sentiments
Extension activities are directly connected to the topic at hand Engaging students through oral or written expression can deepen their understanding of the subject matter presented in the audio document.
3 [Fatima.Alsayed/ La Voie De L'Écoute.]
1.2.3 Modèles de la compréhension orale À propos de la compréhension orale, M.J Gremmo et H Holec ont ộcrit : ô La comprộhension orale : un processus et un comportement ằ 4 , qui nous permet de décrire ce processus selon deux modèles différents suivants :
Figure 3 : Les modèles de la compréhension orale
* Modèle sémasiologique : Dans ce modèle, la construction du sens d‟un message est envisagée de la forme au sens Le processus de compréhension est décrit de la manière suivante :
Figure 4 : Les phases du modèle sémasiologique
4 Gremmo, M.-J et Holec, H 1990 ô La comprộhension orale : un processus et un comportement ằ Dans ô Acquisition et utilisation d‟une langue ộtrangốre ằ Le Franỗais dans le Monde Février – Mars Paris : Hachette
Les modèles de la compréhension orale
: de la forme au sens (ascendant)
Modèle onomasiologique : du sens à la forme (descendant)
According to this model, the meaning of the message is conveyed in a one-way direction from the text to the listener Essentially, the listener gradually absorbs the content of the message, with the process focused on receiving and storing information.
The onomasiological model focuses on constructing the meaning of a message by moving from meaning to form In this approach, the comprehension process is described as a journey that begins with understanding the concept before translating it into a specific expression.
First, the listener forms hypotheses about the message's content based on their existing knowledge and the information they gather as the message unfolds.
- parallèlement, l‟auditeur établit, lors du défilement du message, des hypothèses formelles fondées sur ces connaissances des structures des signifiants de la langue dans laquelle est décodé le message ;
The auditor verifies their hypotheses not through a linear and exhaustive analysis of the phonetic chain, but by gathering clues that confirm or refute their formal and semantic expectations.
- la dernière phase du processus, enfin, dépend du résultat de la vérification : + Si les hypothèses sont confirmées, la signification du message
„„préconstruite‟‟ s‟intègre dans la construction de signification en cours ;
When hypotheses remain unconfirmed or unrefuted, the auditor pauses the process of meaning-making by storing the information gathered so far This information will be revisited later when additional clues become available to assist in drawing conclusions.
If the hypotheses are disproven, the process may restart from scratch by formulating new hypotheses, potentially based on information gathered through the previously described semasiological procedure, or it may result in the complete abandonment of the local meaning construction effort.
1.2.4 Types de la compréhension orale
Selon Karima Ferroukhi, cinq types d‟écoute sont mis en œuvre, en fonction de l‟objectif de compréhension 5 :
Figure 5 : Les types de la compréhension orale
Global listening is often employed during the initial listening phase to grasp the overall context The learner listens to the entire audio document and then infers its general content For selective and detailed listening, students must remain attentive, carefully read the questions, identify key words, and formulate hypotheses.
Quant à l‟écoute réactive, elle demande de savoir mener deux opérations en même temps : il faut par exemple décider quelles informations sont importantes,
TIC, Internet et le blended learning (la formation mixte)
The Larousse Dictionary defines information and communication technologies as a collection of techniques and computer equipment that enable electronic communication over distances through various means such as cable, telephone, and the Internet.
According to the Free Encyclopedia, this definition is restricted to the convergence of computing and telecommunications for communication purposes, overlooking the significant impact of digital convergence on multimedia and audiovisual sectors.
- TIC sont l‟ensemble des techniques utilisées pour le traitement et la transmission des informations (câble, téléphone, Internet, etc.)
Elles sont ainsi tous les outils modernes qui facilitent la communication et l'échange d'informations, comme l'informatique ou Internet
ICT encompasses techniques primarily from computing, audiovisual media, multimedia, the Internet, and telecommunications These technologies enable users to communicate, access information sources, store, manipulate, produce, and transmit information in various forms, including text, documents, music, sound, images, video, and interactive graphical interfaces (GUI).
Les usages des TIC concernent l‟accès à l‟utilisation des technologies (téléphone, ordinateur, internet etc.) dans les activités de différents secteurs On peut citer bien des usages des TIC comme suit :
Figure 7 : Les usages des TIC Communiquer
In today's interconnected world, individuals can easily send messages, engage in chat, create blogs, and participate in social media platforms such as Facebook and Twitter from nearly anywhere.
Today, the Internet serves as an accessible platform for various content, including reports and presentations Additionally, information and communication technologies (ICT) are recognized as essential tools for remote work, benefiting professionals such as engineers, architects, and businesspeople.
De plus, les entreprises permettent de plus en plus à leurs employés de travailler chez eux grâce au télécopieur, à l‟ordinateur et au téléphone
The internet serves as a valuable tool for student learning, enabling them to create documents using software such as Word, Excel, and PowerPoint Additionally, students utilize information and communication technologies (ICT) to input text, format documents, and save their work effectively.
Distraction constituer en fichier, les stocker sur des supports électroniques, etc Et puis, les internautes peuvent aussi suivre des cours en ligne
The internet and ICTs are undeniably effective tools for information retrieval across various fields Millions of interconnected web pages are available online, and notably, around half of internet users in the European Union have sought information from government websites in the past year.
With the internet-connected computer, users can stay informed about events happening both nationally and globally Information and Communication Technologies (ICT) significantly impact their daily lives, work, and education.
Online shopping has become increasingly popular due to the convenience of e-commerce, allowing consumers to easily select and compare product models and prices Instead of visiting physical stores, shoppers can comfortably order their favorite items from home and have them delivered at attractive prices.
Another important use to mention is distraction For instance, viewers enjoy watching their favorite movies or shows, while internet users read comics and play video games on their computers or phones In our opinion, the Internet and ICT enhance our learning and work, making our lives more enjoyable and interesting.
7 Usages pédagogiques des technologies de l'information et de la communication (TIC) par les élèves du secondaire en côte d‟ivoire, N‟Dédé Bosoma Florence
2.1.3 Comment utiliser les TIC en salle de classe ?
Information and Communication Technologies (ICT) integrate the outside world into classrooms, allowing educators to address current topics through authentic documents such as text, audio, and video For users, ICT provides significant added value; for instance, an interactive whiteboard not only replaces a traditional blackboard but also combines the functions of a projector, speaker, and disc player, while enabling the saving and reuse of results.
Using media that resonates with the daily lives and lifestyles of young learners can significantly enhance their motivation When utilized appropriately, mobile phones and tablets become effective learning tools, providing flexibility and fostering innovative educational scenarios compared to traditional computer labs Additionally, Information and Communication Technologies (ICT) offer free resources that support the development of the four key competencies.
Il existe plusieurs faỗons d‟intộgrer les TIC en salle de classe comme suit :
Faire des vidéos: monter des vidéos par rapport au contenu enseigné, faire des courts métrages, des clips, etc
Communiquer par courriel: courriel avec les pairs, l‟enseignant, les parents, etc
Numériser des images à l’aide d’une caméra numérique: histoires en photo, albums, roman-photo, etc
Faire des documents de présentations (PowerPoint) : présentations, photo-roman, bandes dessinées, etc
Utiliser des logiciels de traitement de texte (Word) : textes à compléter, documents, fiches, etc
Faire des enregistrements sonores (audio): enregistrer des dictées, des consignes, faire des podcasts, etc
Publier sur le web: publier sur la page web personnelle, blogue, wiki, etc.
The integration of ICT in education is beneficial as it can be applied across all subjects and educational levels The key lies in developing appropriate activities using ICT, which requires teachers to invest time in preparing their lesson plans effectively.
2.1.4 Facteurs de l'apprentissage assisté par les TIC
For effective technology-assisted learning, several key factors must be considered, including motivation, individual pace, participation, interaction, perception, message organization, content structuring, selection of teaching methods, resource organization strategies, guidance, varied activity repetition, tailored exercises, application of acquired knowledge, immediate feedback on results, and the importance of human connections.
The most crucial factor in initiating any action is motivation; without it, nothing can be accomplished To ignite the desire to move forward, we must consider whether it's possible to instill motivation in someone lacking it Once there is enough motivation to begin, it's essential to support, maintain, and foster its growth Effective strategies before, during, and after a learning experience include informing learners about what to expect, connecting new information to their existing knowledge, creating anticipation, and actively involving them from the start These approaches help nourish, strengthen, and stimulate their motivation.
Présentation des lycées à option à Hanọ
Hanoi-Amsterdam High School is one of the four pilot high schools in Hanoi, established in 1985 in the Giang Vo area with the support of Amsterdam's mayor, Ivo Samkalden The school's inaugural class consisted of around 400 students In 2010, it relocated to Hoang Minh Giam Street in a modern neighborhood in the northern part of the capital.
The high school is renowned for its impressive student success rate in the Baccalauréat, showcasing its dynamism and creativity The increasing number of graduates who have won international Olympiad awards in mathematics, physics, chemistry, and biology serves as compelling evidence of its excellence.
Covering an area of 50,000 square meters, the school features five main sections: three classroom buildings, a library, a conference room, a multipurpose hall, and an outdoor sports field Additionally, it includes a 1,000-square-meter experimental zone and a cafeteria.
Aujourd'hui, le lycée abrite aussi un collège ; il accueille tous les ans près de
The institution hosts 800 students, including 200 middle schoolers and 600 high schoolers, and fosters extensive international exchanges and cooperation with schools, universities, and organizations worldwide Partnerships include prestigious institutions such as INSA Academy in France, the University of Connecticut, the University of Oregon, Carroll University in the United States, Taylor’s Culverhay in the United Kingdom, Bellereys University in Australia, Nanjing University in China, Nayang High School in South Korea, Jean de la Fontaine High School in France, Anglo-Chinese High School in Singapore, and Anyang Foreign Language High School in South Korea Each year, students studying French, Russian, and Chinese engage in numerous extracurricular activities with embassies and host several international students from other secondary schools.
Students diligently study all subjects and have achieved numerous awards in national and international competitions Additionally, many of them have received scholarships from prestigious universities in Russia, England, France, the United States, and Australia.
Currently, Hanoi-Amsterdam High School has six French classes with over 150 students and three teachers Students are selected through a competitive process and attend six French sessions each week In their final year, they aim to achieve a B1 or B2+ proficiency level These students are highly dynamic and, in addition to their academic and physical activities, they also organize numerous extracurricular events such as the "Talent Festival" and the graduation celebration "Made In 12."
1.2 Lycée à option – ULEI- UNH (ou lycée Annexe)
Established in 1969, the ULEI-UNH (or Annex High School) is renowned as Vietnam's leading specialized high school for foreign languages Currently, students can study six languages: English, French, Chinese, Russian, Japanese, and German.
Students at the University of Languages and International Studies benefit from a range of facilities, including spacious and well-ventilated classrooms, libraries, a multipurpose hall, and modern equipment The campus is clean and well-shaded, providing an inviting learning environment Additionally, the university features several computer labs and a language laboratory equipped with the latest technology Students adhere to the educational program established by the Ministry of Education.
Formation du Vietnam En outre, les lycéens sont formés pour devenir d'excellents élèves de langues étrangères et s‟inscrire dans les universités côtées au Vietnam et à l‟étranger après le bac
Since the 2008-2009 school year, students have been learning a second language 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 Outstanding students have received scholarships to various foreign countries, including the United States, Australia, Japan, South Korea, France, and Russia.
High school students are serious, friendly, and creative, having achieved numerous national and international awards in English, Russian, French, and Chinese Olympiads The school offers 14 clubs, including the CNN English Club, CHJ Chinese Club, JFA (Young Francophiles of the Annex) French Club, and clubs focused on science, music, art, and sports, aimed at fostering personal growth Additionally, the school organizes various extracurricular activities to enhance students' talents and creativity, such as Ten Plus for new students, the CNN Can Cook culinary competition, the Spring Sports festival, the Sắc màu CNN art contest, and Prom events.
The French classes established in 1969 at ULEI - UNH are among the first specialized options in high school, attracting students through a competitive selection process These students are known for their dynamism, creativity, hard work, and dedication to their studies With the support of enthusiastic and skilled teachers, they have achieved significant success in national competitions Nearly all alumni have gone on to have remarkable careers Currently, there are 145 students enrolled, including 46 in the second year, 50 in the first year, and 43 in the final year.
Students are kind and supportive, frequently sharing their thoughts, emotions, and learning experiences In each class, half of the students begin learning French at the age of 6, coming from bilingual classes with almost all achieving an intermediate level The others start to learn French in their second year of high school They have 13 French sessions per week, including 9 official classes and 4 additional sessions, each lasting 45 minutes, and they are divided into two groups due to their diverse levels Despite this, they regularly help each other and actively participate in extracurricular activities.
The former Protectorate High School was established by the French in Hanoi in 1908, initially conducting classes entirely in French, following the curriculum and textbooks from France In 1945, it was renamed Chu Văn An High School and colloquially known as Trường Bưởi, or "Pomelo School." At that time, it was the largest and most advanced secondary school in Northern Vietnam Today, it remains one of the country's leading schools, with many students achieving awards in competitions both nationally and internationally.
Teachers continuously strive to enhance classroom course quality by implementing learner-centered methods and fostering critical thinking among students Currently, the high school offers six French classes with approximately 150 students and five teachers, all selected through a competitive process Students attend 12 French sessions per week and generally possess a B1 proficiency level In addition to three classroom buildings, the school features a facility for extracurricular activities, which includes a multimedia room, a laboratory, a meeting room, a computer lab, and a music room.
Additionally, the school features a library, a modern conference room with a capacity of 200, outdoor sports fields, a football pitch, a basketball court, a garden, and three cafeterias.
Enquête sur l’enseignement-apprentissage de la CO des élèves
To better understand the feelings, emotions, motivation, learning styles in French, and the use of the Internet among students, we conducted a survey involving over 545 students from four French option high schools in Hanoi: Hanoi-Amsterdam, Annexe, Chu Van An, and Nguyên Huê The survey was carried out from January to April 2015 and consisted of 24 closed-ended questions distributed directly to participants in Vietnamese to enhance their oral comprehension Our research focused on two main areas: the teaching and learning of listening comprehension and students' use of the Internet.
2.1 Enseignement-apprentissage de la compréhension orale
At Chu Van An High School, all students have been learning French since elementary school, resulting in solid foundational knowledge and well-developed oral comprehension and expression skills In contrast, half of the students at Hanoi – Amsterdam High School and those at Nguyen Hue High School begin learning French at the age of 16, demonstrating strong motivation and a love for the language By the end of their final year, these students typically reach a B1 proficiency level Additionally, at ULEI – UNH, half of the students in each class have also started learning French in elementary school.
Où avez-vous commencé vos cours de franỗais ? À l'école primaire
Au lycée primaire et au collège Ainsi, ils ont un niveau plus avancé que ceux qui font du franỗais à l‟õge de 16 ans
The table reveals that students appreciate the French language, having acquired basic knowledge early on, while others continue their studies in high school Classroom observations and students' French grades indicate that by the end of their first year or the beginning of their final year, the class level is homogeneous Most students have chosen to study French willingly and have a strong passion for it In addition to their joy for the language, they have set clear goals for their learning after the baccalaureate: to achieve good grades and enroll in prestigious universities both in Vietnam and abroad.
Most students have a strong passion for the French language, while a minority does not enjoy it as much It is essential to assist these students in discovering their interest and effective methods for learning French.
Additionally, a significant number of students from four specialized high schools report finding French somewhat or quite challenging, with 83% at Hanoi-Amsterdam High School, 67% at ULEI Specialized High School, 82% at Chu Van An High School, and 81% at Nguyen Hue High School Despite this, they express confidence in their abilities to tackle nearly all problems they encounter.
Many students express their opinions in class, while others find French quite challenging and make mistakes during exercises For these learners, overcoming fear can be difficult It is essential to help them build confidence and courage in the classroom so they can effectively communicate.
At Hanoi-Amsterdam High School and ULEI's specialized high school, over half of the students choose to pursue their studies in France after graduation, while more than a third aspire to work in French Similarly, 58% of students at Chu Van An High School and 46% at Nguyen Hue High School share these ambitions.
Listening is essential for effective communication, enabling learners to understand and connect with native speakers while improving their retention of French lessons To work confidently in French, a strong oral comprehension is crucial Interactions with various speakers, whether in person, over the phone, or online, are unavoidable If learners cannot grasp the messages from their partners, they will struggle to complete their tasks successfully.
Le but d'apprendre le franỗais
Avoir le bacEntrer à l'universitéTravailler avec le franỗais Étudier en France
Many students perceive listening comprehension as the most challenging skill, requiring significant time and practice However, interest in mastering this skill remains low, with fewer than 10% of students across four high schools showing enthusiasm Approximately half of the students express a need for additional practice time in class, with 42% at Hanoi-Amsterdam High School, 32% at ULEI High School, 57% at Chu Van An High School, and 42% at Nguyen Hue High School Ultimately, the effectiveness of the learning method and the progress made by students after each session are crucial for improvement.
Over 90% of high school students struggle with listening comprehension, with some unable to concentrate during lessons While a few recognize most words, they find it challenging to grasp the overall meaning of audio materials Additionally, many students have difficulty hearing familiar words and structures, with varying percentages across different schools: 39% at Hanoi-Amsterdam High School, 55% at ULEI Option High School, 45% at Chu Van An High School, and 58% at Nguyen Hue High School It is essential to address each of these challenges, and teachers play a crucial role in helping students gradually overcome their difficulties For instance, teachers can provide short audio materials to students who struggle to focus.
De plus, la majorité d‟élèves ont l‟habitude de consulter tout de suite la
Que pensez-vous de l’apprentissage de la compréhension orale ?
Boring, normal, and interesting new methods are not effective in enhancing students' listening comprehension skills Despite this, over 40% of students can utilize context clues to infer the meaning of unknown words.
The question highlights the teaching of listening comprehension in the classroom, where audio materials are scarce in textbooks At Hanoi-Amsterdam High School, teachers utilize a variety of audio resources However, one reason students may not enjoy learning listening comprehension is the teaching methods employed by instructors, who often rely on textbook audio and occasionally read aloud These approaches are ineffective, indicating a need for new strategies in teaching listening comprehension By adopting more flexible methods and dedicating ample time to lesson planning, teachers can enhance the learning experience.
One significant issue is that teachers rarely assign listening exercises for homework This habit should be changed, as classroom time is limited, making it challenging for teachers to impart all necessary knowledge to their students Additionally, between 53% and 73% of students, depending on the school, report not receiving guidance on improving their listening comprehension at home Indeed, the advice from teachers is crucial for enhancing students' oral understanding skills.
Comment enseigne votre professeur la compréhension orale?
Lire à haute voixFaire écouter les CDFaire voir des vidéos indispensables pour rendre les ộlốves plus autonomes dans leur entraợnement à la compréhension orale en classe et à domicile
Students rarely listen to audio documents at home, with only 1% of those at Hanoi-Amsterdam High School and 4% at Chu Van An High School doing so daily The statistics show that 96% of Hanoi-Amsterdam students, 92% at ULEI, 90% at Chu Van An, and 100% at Nguyen Hue listen occasionally or not at all This trend can be attributed to factors such as laziness, lack of time, or disinterest in the audio content.
Les ộlốves s‟entraợnent à la comprộhension orale le plus souvent à travers des ộmissions franỗaises et la musique - des sources abondantes et attrayantes Les
Ams Annexe CVA NH Écoutez-vous souvent des documents sonores à la maison ?
Tous les jours Souvent Parfois Rarement
Comment apprenez-vous la compréhension orale ?
Réécouter les exercices en classe
Chercher les autres mộthodes de franỗais
Suivre les émissions franỗaises Écouter de la musique franỗaise
Learning through online exercises and resources from French manuals is beneficial, yet often underutilized Despite being a modern tool filled with engaging activities, the internet is not fully embraced for enhancing high school students' listening comprehension Therefore, it is essential for teachers to encourage students to utilize these resources by diversifying their educational activities.
2.2 Utilisation de l’Internet des élèves
Selon les différentes écoles, les interrogés répondent qu‟ils utilisent l‟Internet en moyenne de 3 à 5 heures par jour et depuis de 5 à 7 ans Donc, ils consacrent beaucoup de temps à l‟Internet
Propositions pédagogiques
Documents sonores dans un cours de compréhension orale
Audio materials are increasingly popular in teaching and learning environments This trend highlights several reasons why both teachers and students are turning to online audio resources for enhancing listening comprehension skills in the classroom.
Voici quelques recommandations, critères à suivre par l‟enseignant et les élèves pour une bonne utilisation des documents sonores dans une classe de franỗais
1.1 Sélection des documents sonores À l‟ère de l‟informatique, il existe bien des documents sonores en ligne Cependant, il n‟est pas toujours facile d‟en trouver documents convenables au niveau des apprenants
When selecting an audio document, it is essential for educators to consider the characteristics and needs of their learners Each age group has distinct interests, and additionally, professional activities significantly impact the concerns of the students.
Puis, le document contient aussi des contenus linguistiques et des thèmes figurants dans le programme du cours comme : l‟école, l‟avenir, l‟art, l‟environnement, le sport, les loisirs…
It is essential to equip learners with socio-cultural and linguistic prerequisites before listening activities, enabling them to grasp the subject and overall content of the material This preparation will help students avoid confusion and cultural shocks when engaging with various documents.
Additionally, the document or excerpt should be concise In fact, the instructor may edit a lengthy audio document to an appropriate length We recommend a maximum duration of three minutes.
The document must be easily understandable for learners, as listening involves specific challenges such as intonation, accent, speed, and rhythm These factors contribute to what linguists refer to as the feeling of insecurity in language practice, which can hinder the acquisition of a foreign language Therefore, these elements are crucial when selecting audio materials.
Finally, the document must be of high technical quality When selecting an audio document, it is essential for the educator to consider the quality of the images, sound, and voice.
1.2 Usage des médias en classe de langue
The integration of media in the classroom is primarily a decision made by the teacher Consequently, it is the teacher who sets the listening objectives and translates them into learning tasks.
The audio content we engage with serves as a valuable educational resource, acting as a catalyst, illustration, or starting point for foreign language learning It enhances the classroom experience, differing significantly from everyday media consumption, as learners are seated, focused, and listen to the material multiple times to complete tasks assigned by their instructor Therefore, the audio document should be concise and engaging.
The traditional teaching tool, the blackboard, is evolving into an interactive medium, enhancing the use of authentic resources, particularly audio materials in the classroom Additionally, mobile technologies such as MP3 players, removable storage, and virtual desktops simplify the storage and transport of audio documents, making them more accessible for educators and students alike.
On peut écouter son programme favori n‟importe ó, n‟importe quand, avec un casque sur les oreilles, sur un petit écran
1.3 Stratégies pour comprendre un document sonore
First, it is essential to identify the types of programs in the audio document Through regular exposure to media, we become familiar with various program genres This knowledge eases the initial interaction with foreign language media.
Les apprenants constatent souvent qu‟ils peuvent deviner le genre du document grâce à une musique, à un jingle, à un générique, au ton d‟une voix, les types d‟images
Subsequently, prior knowledge is activated We all possess experiences and knowledge about the world We create meaning by accumulating a variety of insights; why not apply the same approach in language classes?
Learners find that they can recall a wealth of information, particularly from the media they regularly engage with They observe that some of the information listed may not have been directly heard or seen, but instead stems from their prior knowledge, including general culture and language skills.
It is unnecessary to memorize all the content of an audio document, as our senses tend to forget We only retain information from a radio or television program that resonates with us, captures our interest, or evokes emotions Having a clear listening objective enhances comprehension.
Les apprenants constatent qu‟ils ne sont a priori pas capables de répondre aux questions alors qu‟ils ont parfaitement compris les mots dits et le sens général du document
The language of media is diverse, with radio and television utilizing various elements that contribute to meaning The combination of these elements shapes the style, forms the message, and enhances understanding.
Les apprenants constatent que chaque groupe détient des informations importantes pour la compréhension du document
The message extends beyond words; both images and sounds carry meaning and convey information Understanding involves interpreting these visual and auditory elements.
Réalisation d’un scénario pédagogique ?
We present a pedagogical scenario designed for creating courses based on audio documents Through the following five steps, educators can guide their learners to discover, understand, and utilize audio materials effectively.
Figure 10 : Les étapes d’un scénario pédagogique 2.1 Mise en route (Avant l‟écoute)
This stage aims to prepare learners for viewing or listening by activating their factual, cultural, and lexical knowledge related to the document's theme The teacher can provide essential information or share document sources with the students As a result, accessing the document becomes easier, and learners are more motivated to engage with the content.
• Remue-méninges à partir d‟une image en rapport avec le thème du document
Qu’est-ce que vous pensez de cette image ?
• Recherche de mots appartenant au champ lexical du thème évoqué
Retrouvez des mots concernant le thème - !
• Recherche de définitions, de synonymes, d‟antonymes pour les mots clés utilisés dans le document
Qu’est-ce que c’est, - ?
• Recherche d‟informations sur le thème avant le cours
Qu’est-ce que vous savez sur - ? Quels sont ses intérêts ?
• Don d‟hypothèses sur le contenu de l‟émission à partir du titre
Que vous évoque ce titre ?
2.2 Découverte du document (Écoute en s‟appuyant sur les indices sonores) Étape 1
After exploring the document's theme, learners identify its genre based on their personal experiences and the non-linguistic elements they observe They then formulate hypotheses regarding the document's content or message.
Les apprenants écoutent des indices sonores (voix, musiques, bruitages, ambiances sonores)
•Formulation d‟hypothèses sur le genre du document
De quel document s’agit-il ? Comment le savez-vous ?
Quels bruits entendez-vous ? Combien de voix entendez-vous ? D’après vous, quels sont des sentiments de la personne qui parle ?
•Formulation d‟hypothèses sur la situation de communication
Où peut-on écouter ces bruits ? D’après vous, quelle est la situation de communication (Le nom de l‟auteur, la date de création, la situation sociale et économique ) ?
Dans cette étape, les apprenants vérifient les hypothèses formulées à partir des indices sonores ou visuels et de dégager ainsi le contenu général du document
Définir la situation de communication
•Repérage des principaux éléments de la situation de communication
Y a-t-il combien de personnages dans le document ? Qui sont-elles ? Où et quand se passe la scène ?
Quelles sont des hypothèses exactes ? Quelles hypothèses doivent être corrigées ?
Cerner les idées essentielles du document
•Repérage des principaux éléments du contenu
De quoi parlent les personnages ? Comment sont-ils ? Quels sont leurs sentiments ? Pourquoi ont-ils ces sentiments ?
Durant cette étape, l‟enseignant guide ses élèves pour les amener progressivement à une compréhension plus précise de certains aspects du document
•Reconstitution chronologique Écrivez les événements/ les actions mentionnés en ordre !
Complétez le texte avec les dates/ prix/ heures/ numéros de téléphone que vous entendez
Quels sont les qualités et les défauts de - ?
2.5 Travail sur la langue (Pendant ou après l‟écoute du document)
This stage enables the review of linguistic knowledge and communication skills within context Additionally, it helps clarify linguistic ambiguities and prepares for production activities.
•Repérage d‟énoncés liés à une intention de communication
Relevez les phrases qui expriment - Comment dit-on pour exprimer -
Quels sont les temps utilisés ? Pourquoi ? Complétez le texte avec les pronoms relatifs
•Comprendre des expressions idiomatiques ou des termes spécialisés
Que veut dire l’expression - dans ce contexte ?
En quoi l’expression - est-elle un jeu de mots dans ce document ?
Proposition des fiches pédagogiques
Pour illustrer le scénario pédagogique inspiré du blended learning, nous proposons quelques fiches pédagogiques de cinq étapes avec la situation de classe concrète
- Public : les élèves de classe de seconde
- Thốme : Climat (Ce thốme est prộsentộ dans la premiốre leỗon de l‟unitộ 6, page 90, Alter Ego 1, Édition Hachette 2006)
Objectifs communicatifs : comprendre et présenter un bulletin météorologique
Objectifs (socio-) linguistiques : repérer des chiffres et les écrire en lettres ; enrichir le vocabulaire lié au domaine de la météorologie
Objectifs (socio-) culturels : organiser des villes et des pays dans le monde
- Supports : Des images, des sites webs Sites webs proposés :
http://www.flevideo.com/fle_video_quiz_intermediate.php?id069&pagen um=1
http://www.accuweather.com/vi/world/satellite
http://www.tv5monde.com/cms/chaine-francophone/meteo/p-139-lg- La_meteo_internationale.htm
L‟enseignant montre une image en rapport avec le thème aux apprenants pour les conduire au sujet du document sonore
- Voyez l’image ci-dessous ! Qu’est-ce que vous voyez ? De quoi pensez- vous ?
In response to the observation of the sun, clouds, and rain, the focus shifts to climate To engage students, the teacher illustrates a large sun on the board and encourages learners to brainstorm words related to this theme.
- Pour chaque rayon du soleil, trouvez un mot du thốme ô Climat ằ !
Réponses : c Mots clés L‟enseignant présente le mot clé utilisé dans le document
- Qu’est-ce qu’un ô bulletin mộtộo ằ ?
A weather bulletin is a brief television segment where a presenter shares the weather forecasts for the upcoming days, utilizing a map to illustrate trends The teacher draws upon factual and personal knowledge related to the document's topic.
- Au Vietnam, quand voit-on souvent des bulletins météo ?
Réponse : Au Vietnam, on voit souvent des bulletins météo sur la télévision après le Journal télévisé de 19 heures
- D’après vous, quels sont les intérêts du bulletin météo ?
Weather forecasts play a crucial role in helping us develop effective action plans that align with current climate conditions They enable us to avoid inconveniences caused by adverse weather, such as rain and snow, and mitigate the impact of natural disasters, including storms and earthquakes.
- Les bulletins météo, ont-ils des défauts ?
Réponse : Oui, par exemple, quand on donne des fausses prévisions, les téléspectateurs ferraient de mauvais plans Dans quelques cas, les habitants devraient subir des conséquences terribles
L‟enseignant fait écouter le document sonore Puis, les apprenants donnent des hypothèses sur le contenu général du document
- Vous écoutez une courte vidéo Après, répondez aux questions au-dessous http://www.flevideo.com/fle_video_quiz_intermediate.php?id069&pagenum=1 a Genre du document
- De quel genre du document s’agit-il ? Comment le savez-vous ?
Réponse : Il s’agit d’un bulletin météo Parce que dans le document, on prévoit la situation météorologique des jours à venir b Observation
- Qui parle dans le document ?
Réponse : C’est Éva Berrerian Elle est la présentatrice du bulletin
Réponse : Elle est jeune, belle et dynamique
Réponse : Elle est dans le studio télévisé
Réponse : Elle parle du climat de la France
- Quand se passe la scène ?
L‟enseignant demande aux apprenants de vérifier leurs hypothèses dans l‟étape 2 et les corriger si nécessaire Ensuite, ils affirment le contenu général du document
- De quoi parle-t-on dans le document sonore ?
Réponse : On parle du climat de la France
- Confirmez-vous tous les hypothèses ?
Réponse : Non, la scène se passe le 18 aỏt 2007 au lieu du 19 aỏt
Pour mener une compréhension approfondie, l‟enseignant demande aux apprenants de faire des exercices suivants :
Exercise 1: Identify the names of cities and regions in the document The key locations include the Mediterranean, the Massif Central, the Alps, Great Britain, Corsica, the Gulf, Lyon, Brittany, the Atlantic Ocean, Strasbourg, Nantes, Paris, Brest, Grenoble, and Marseille.
- Exercice 2 : Notez les chiffres dans le document Réponse : + Date : Demain, nous serons le dimanche 19 aỏt + Heures : le soleil se lèvera à 6h50 et se couchera à 20h58 + Températures : 9, 19, 14, 17, 19, 20, 30
- Exercice 3 : Choisissez la réponse exacte : a Demain matin, il pleuvra en Corse
A Vrai B Faux b Demain après-midi, il y aura des éclaircies à Nantes
A Vrai B Faux c Demain après-midi, c'est à Marseille qu'il fera le plus chaud
A Vrai B Faux d Pour faire du camping en Bretagne, il vaut mieux y aller
A Vrai B Faux e C'est une météo
Réponse : a B Faux b A Vrai c A Vrai d B Faux e B d‟été
Cette étape permet de réviser le document, de synthétiser et d‟élargir des connaissances de langue du thème a Expressions pour décrire le climat
- Relevez les expressions pour décrire le climat !
Rain and clouds are returning due to the disturbance that arrived today, bringing overcast and rainy conditions However, within the disturbance, the weather will be calmer and drier, with fewer clouds The Mediterranean region will remain sunny, while we can expect more cloud cover than in the morning, along with occasional sunny spells The sky will be gray with numerous showers, and temperatures will rise slightly, reaching 14°C in Strasbourg The sun will make an appearance in the Northwest, and showers will continue to be part of the forecast Sunrise is at 6:50 AM, and sunset will occur at 8:58 PM.
- Quels sont les temps utilisés dans le bulletin météo ? D’après vous, pour quoi utilise-t-on ces temps ?
Réponse : Le futur simple et le conditionnel présent sont utilisés dans le document parce qu’ils expriment les prévisions du climat dans l’avenir c Expressions idiomatiques liées à la météo
- Reliez les débuts de phrase de gauche aux fins de phrase de droite et dộcouvrez des expressions idiomatiques franỗaises
8 Il fait un temps … a à décorner les bœufs b chaud c de chien d avec son ami e aux yeux f de canard g des cordes h comme une soupe
It’s raining heavily, making it feel like it's pouring ropes The temperature has dropped significantly, resulting in a biting cold A person is currently on bad terms with a friend, indicating a strained relationship Additionally, someone is completely soaked, akin to being drenched like a soup.
5-a : Il fait un vent à décorner les bœufs (Il y a beaucoup de vent) 6-e : Il n‟a pas froid aux yeux (Il n’a pas peur)
7-b : Il a eu chaud (Il a eu peur) 8-c : Il fait un temps de chien (Il fait un très mauvais temps)
L‟enseignant propose quelques activitộs d‟entraợnement à l‟expression ộcrite, à l‟expression orale et à l‟interaction qui vont mobiliser les acquis récents des apprenants
- Prévoyez une carte d’un pays ou d'une région du monde Des cartes sont disponibles sur le site : http://www.accuweather.com/vi/world/satellite
- Présentez le bulletin météorologique pour aujourd'hui à l'aide d'une carte
Note : cette activité est réalisée à l‟aide d‟une connexion Internet, en salle multimédia
Today, December 21, 2024, visit the TV5MONDE website to check the weather for a selected country or region The site provides up-to-date meteorological information, allowing users to stay informed about current weather conditions globally.
Pour terminer la fiche, nous proposons une grille d‟auto-évaluation aux apprenants
- Maintenant, dites si vous êtes capable de …
1 Je retiens bien le vocabulaire du climat
2 Je comprends des phrases courtes du climat
3 Je comprends un bulletin météorologique
4 Je peux présenter la météo d‟un pays ou d‟une région du monde
: à revoir : en cours d‟acquisition : acquise
Public : les élèves de classe terminale Niveau : B1
Thốme : La Bulgarie (Ce thốme est introduit dans la leỗon 11, page 122,
Tiếng Pháp 11, Édition Giáo dục.)
- Objectifs communicatifs : comprendre et présenter une ville
- Objectifs (socio-) linguistiques : comprendre la présentation de la Bulgarie
- Objectifs (socio-) culturels : connaitre la Bulgarie, un pays francophone
- Supports : Des images, des sites webs Sites webs proposés :
https://fr.wikipedia.org/wiki/Bulgarie
https://www.youtube.com/watch?v=tqjrgJYTqrE
http://la-bulgarie.fr/sofia
https://www.youtube.com/watch?v=PUsJBID_aQ4
1 Mise en route a Images À partir de quelques images, l‟enseignant mène les apprenants au thème du document
- Observez les images suivantes ! Qu’est-ce que vous voyez ? a b c d
Réponse : a Un jardin/ une vallée de roses b Une armoirie avec l’image des lions c Le monastère de Rila d Une carte
- À quel pays pensez-vous en observant ces images ?
Réponse : Je pense à la Bulgarie b Connaissances lexicales : L‟enseignant fournit quelques mots nouveaux dans le document sonore pour faciliter la compréhension orale des apprenants
- Essayez de donner vos propres définitions pour les mots suivants : bâtiment, contradiction, institution
institution (n.f) : quelque chose établie comme règle ; école privée
- Cherchez les synonymes des mots suivants : ouvert, individuel, considérer
To build foundational knowledge on the topic, the teacher can first ask students to research information prior to the lesson Subsequently, students can formulate hypotheses about the content of the program based on its title.
- En groupe de trois, vous cherchez quelques informations sur la Bulgarie et sa capitale, la ville Sophia :
https://fr.wikipedia.org/wiki/Bulgarie
https://www.youtube.com/watch?v=tqjrgJYTqrE
http://la-bulgarie.fr/sofia
The title "Today's Bulgaria" evokes discussions about the significant transformations in Bulgaria's economy and culture, as well as insights into the daily lives of its citizens.
Les apprenants voient le document sonore et donnent les hypothèses sur le contenu général du document
- Vous consultez le site : https://www.youtube.com/watch?v=PUsJBID_aQ4, voyez la vidộo : ô La Bulgarie d’aujourd’hui ằ sans le son Aprốs, rộpondez aux questions a Genre du document
- D’après vous, de quel genre du document s’agit-il ?
Réponse : Il s’agit d’un reportage b Visionnage sans le son
- Y a-t-il combien de personnes qui parlent ?
Rộponse : Il y en a deux : une jeune fille et un petit garỗon
- Où sont-ils ? Qu’est-ce qu’ils font ?
Rộponse : Ils sont dans la rue Le petit garỗon joue avec ses amis
Réponse : Ils sont bien à l’aise et joyeux
Réponse : Ils sont des Bulgares c Écoute des indices sonores
- Quels bruits écoutez-vous au début du document ?
Réponse : J’écoute le courant d’eau et une chanson traditionnelle
L‟enseignant fait passer tout le document sonore avec le son Les apprenants vérifient leurs hypothèses et répondent aux questions globales
- Confirmez-vous tous vos hypothèses ?
Réponse : Non, les personnes qui parlent ne sont pas toutes Bulgares Le petit garỗon est touriste Et la jeune fille est prộsentatrice du document
- De quoi parle-t-on dans le document sonore ?
Réponse : On parle des bâtiments à Sophia, des Bulgares et la situation du franỗais en Bulgarie
Voici quelques exercices pour la compréhension détaillée
- Vous faites des exercices suivants :
Exercice 1 : Choisissez la bonne réponse !
2 Quand les Bulgares communiquent avec les autres, ils sont …
3 Le commentaire du petit garỗon sur les Bulgares est plutụt …
4 En Bulgare, le franỗais est …
C considéré comme la langue officielle
Exercice 2 : Répondez aux questions suivantes :
1 Citez les bâtiments que vous pouvez voir à Sophia ?
2 Qu‟est-ce que la phrase ô ils ne sont pas dộcidộs qui ils sont ằ veut dire ?
3 Comment peut-on expliquer les contradictions de la Bulgaries ?
4 Où peut-on parler avec des Bulgares ?
1 À Sophia, on peut voir des bâtiments différents : de petites maisons, un grand bloc des temps communistiques, un bâtiment très moderne
2 C‟est-à-dire : les Bulgares ne se sont pas décidés à savoir qui ils sont vraiment
3 On peut expliquer les contradictions de la Bulgaries par l‟histoire de ce pays
4 Sur la rue ou sur la station de métro
5 Travail sur la langue : Explication des ambiguùtộs linguistiques
L‟enseignant fait voir la transcription et demande aux apprenants d‟indiquer les mots ou les expressions inconnus
In Sofia, you can discover a diverse array of architectural styles, from charming small houses to imposing communist-era blocks, showcasing the city's rich historical contrast.
Bulgarians embody a modern spirit, constantly seeking their identity amidst a backdrop of historical contradictions These complexities can be traced back to their rich past, revealing the reasons behind their diverse perspectives.
What I appreciate is that Bulgarians are quite open when it comes to personal interactions, making it easy to engage in casual conversations on the street or at the metro station I find the people to be very friendly.
Il me semble qu'il y a peu de monde en Bulgarie qui savent que la Bulgarie est considộrộe comme un pays francophone Peut-ờtre les institutions franỗaises en
Bulgaria has the potential to enhance initiatives that highlight its francophone roots, as there is a significant population that speaks French However, the development of these initiatives may not be fully realized at this time.
L‟enseignant corrige les fautes dans le document :
- Le document sonore a été fait par une jeune fille bulgare Donc, il a quelques mots et expressions qui ne sont pas vrais :
ô un grand bloc de l'ộpoque communiste ằ (le mot ô communistique ằ n'existe pas en franỗais)
ô c'est facile de parler ằ (et non ô à parler ằ)
Engaging in casual conversations on the street or in the subway station can enhance social interactions and provide opportunities for connection These discussions often revolve around the surrounding environment, highlighting the significance of the location where the conversation takes place Whether it's a brief chat with a stranger or a friendly exchange with a fellow commuter, these interactions contribute to a vibrant community atmosphere.
ô quelque chose comme ỗa ằ (ce genre de locution n'apporte rien en franỗais, surtout à l'écrit)
Pour conclure la fiche pédagogique, l‟enseignant propose des tâches pour réutiliser et s‟approprier les nouveaux acquis à l‟écrit ou à l‟oral
- Présentez Hanọ, la capitale du Vietnam !
- Parlez de votre vie à Hanọ !
(Ces exercices peuvent être exercés hors classe ; les professeurs devraient encourager les élèves à faire de courtes vidéos introduisant ceux qui sont familiers dans leur vie.)
La grille suivante aiderait les apprenants à autoévaluer les résultats des actions ci-dessus et leurs capacités
- Maintenant, dites si vous êtes capable de …
1 Je trouve rapidement des informations de base sur la Bulgarie
2 Je retiens bien des mots nouveaux que le professeur me donne
3 Je peux faire des exercices sur la vidéo :
4 Je peux parler de Hanoi et ma vie à Hanoi
: à revoir : en cours d‟acquisition : acquise
In this final chapter, we discussed the importance and methods of incorporating audio materials into language courses, outlined the criteria for selecting appropriate audio documents, and provided strategies for comprehending these resources Additionally, we detailed the steps for creating an effective teaching scenario and included several pedagogical worksheets.