CADRE THÉORIQUE DE LA RECHERCHE
Notion de la compétence de communication (CC)
Our work focuses on the challenges of oral expression, specifically the acquisition of oral communication skills Therefore, this paper will first introduce the concept of communication competence.
The primary goal of foreign language education is to enable learners to communicate with individuals from diverse linguistic and cultural backgrounds in an increasingly multicultural world In essence, the foremost objective of teaching and learning a foreign language is to develop communication competence But what exactly does communication competence entail?
Communication competence refers to a speaker's ability to produce and interpret appropriate statements in accordance with the social contexts of their country This implies that mastering the language system alone is insufficient for effective communication; one must also understand the rules governing its use Communication competence is built upon the integration of various partial skills, which can differ among educators.
According to Dell Hymes (1972), as cited by Bérard (1991:17), communicative competence encompasses both knowledge of grammatical norms (linguistic competence) and mastery of their usage rules This means that knowing a language and its linguistic system is not enough for effective communication; one must also apply this knowledge according to the social context Thus, possessing oral and linguistic skills does not equate to having communicative competence The socio-cultural environment and the context of the utterance are crucial factors, as learning a new language involves adopting social practices based on various elements such as the social status of the communication partners, the subject matter, the conditions of the exchange (who? to whom? when? where?), and the speaker's intent.
CC = Règles linguistiques + Règles d’usages
Canale and Swain (1980) developed lists of components that are essential to communicative competence They identified three key factors of communicative competence: grammatical or linguistic competence (CL), sociolinguistic competence (CS), and strategic competence (CST).
- La compétence grammaticale comprend la connaissance d’élements lexicaux et de règles de morphologie, de syntaxe, de grammaire sémantique de la phrase, de phonologie
Sociolinguistic competence encompasses a sociocultural component that includes the social rules governing language use, highlighting the importance of social context in communication Additionally, it involves a discursive component that pertains to mastering various forms of discourse.
Strategic competence refers to the set of communication strategies, both verbal and non-verbal, that bridge gaps in exchanges between interlocutors, restoring the natural flow typical of normal linguistic interactions.
Finally, the definition of communication competence referenced in this paper is provided by Sophie Moirand, recognized as the most comprehensive She identifies four key components essential for effective communication.
- La composante linguistique: la connaissance et l’appropriation (la capacité de les utiliser) des modèles phonétiques, lexicaux, grammaticaux et textuels du système de la langue
The discursive component (DC) involves understanding and mastering various types of discourse and their organization based on the parameters of the communication situation in which they are produced and interpreted.
- La composante référentielle (CR): la connaissance des domaines d’expérience et des objets du monde et de leurs relations
The sociocultural component involves understanding and adopting social rules and interaction norms between individuals and institutions, as well as having knowledge of cultural history and the relationships among social objects.
Sophie Moirand expands her definition by incorporating an additional skill She acknowledges that strategic competence is only realized when other skills are activated through individual communication strategies that involve compensatory phenomena.
CC = CL+ CD + CR + CS + CST
The foundational skill involves the ability to formulate and interpret grammatically correct sentences using words in their usual meanings It requires mastery of both oral and written comprehension and expression, based on knowledge of lexical elements, morphological rules, syntax, semantic grammar, and phonology essential for effective communication.
Lexical competence refers to the understanding of vocabulary and the ability to use it effectively This skill encompasses lexical elements such as stereotypical phrases, fixed expressions, and isolated words, along with grammatical elements including articles, pronouns, and prepositions.
Grammatical competence refers to the understanding of a language's grammatical resources and the ability to utilize them effectively This includes knowledge of morphology, which is the internal structure of words, and syntax, which involves the arrangement of words into coherent sentences.
Phonological and phonetic skills involve understanding both the perception and production of sounds This includes the ability to recognize and articulate phonemes, comprehend the phonetic composition of words, and grasp the prosody and phonetics of sentences.
Généralité sur l’expression orale
According to Christine Tagliante (2001), oral expression is the acquisition of oral communication competence It encompasses a blend of knowledge and skills, including linguistic (lexical, morphosyntactic, phonological), sociocultural, discursive (regarding types of discourse, sentence articulation, and idea organization), and strategic competencies that together form effective communication skills.
L’expression orale se compose du fond (ce que l’on dit )et de la forme (la faỗon de le dire)
Le fond ou le contenu est constitué:
- des idées (des informations à transmettre, des opinions personnelles, des sentiments exprimés, etc.)
- des illustrations orales concrétisent les idées
- de la structure (c’est la faỗon dont on organise la prộsentation de ses idộes)
- du langage Il se forme de la correction linguistique et de l’adéquation socio- culturelle de ce que l’on dit
- de l’attitude générale qui comprend des gestes que l’on fait en parlant, des sourires
- de la voix qui renvoie au volume, à l’articulation, au débit et à l’intonation, etc
- des regards C’est par le regard que l’on vérifiera si le message a été compris Le regard établit et maintient le contact
- des pauses et des silences Ils sont généralement significatifs du cheminement de la réflexion
Alors, pour maợtriser la compộtence orale, il faut ờtre conscient de ces paramốtres
Dialogues have long been used to highlight structures within clearly defined social contexts Learners should identify who is speaking, to whom, about whom or what, and understand how and why the conversation is taking place Teachers need to raise awareness of dialogue structure, including how to initiate, maintain, and conclude conversations, as well as the strategies speakers use to achieve their objectives Classroom dialogue activities include jumbled dialogues, fill-in-the-blank dialogues, and template dialogues.
1.2.3.2 Jeux de rôle et simulation
Role-playing typically refers to a variety of communicative exercises and activities Through role-playing, learners practice responding spontaneously in different communication scenarios To initiate a role-play, a student presents a real or imaginary problem or a conflict situation to the entire class The teacher's role is to introduce this situation or problem and outline the characters without specifying how they should behave.
Once learners are accustomed to role-playing, educators can guide them towards a more complex activity: simulation This task requires significant preparation and organization Engaging in this activity allows learners to enhance their imagination Simulations come with strict rules that compel participants to embody their characters, making the experience closely resemble reality.
This type of exercise aims to encourage learners to communicate effectively in various situations, allowing them to correctly and spontaneously reuse previously studied structures Language games such as the telephone game, magic box, and book-based activities serve as effective tools for reinforcing language skills By engaging in these games, learners can recall and apply the structures they have learned in the past.
Through personal expression, learners sincerely convey their ideas, feelings, opinions, and interests within the classroom experience Additionally, these activities facilitate self-discovery and foster connections with others, ultimately boosting their confidence to speak spontaneously.
Discussion activities provide learners with the opportunity to reflect on topics and issues while justifying their viewpoints Narrative activities effectively enhance verbal fluency and creativity The teacher can ask learners to imagine a story or create an ending based on given prompts or images.
1.2.4 Enseignement de l’expression orale dans des méthodes / approches pédagogiques
In the field of foreign language didactics, we focus on the evolution of language teaching methods and approaches that have emerged throughout history and continue to influence current practices As new methods are developed, they are likely to transform the way foreign languages are taught Our work specifically addresses the challenges students face in oral expression, prompting us to synthesize various methods commonly adopted by educators to highlight the significance of oral communication in language learning.
La méthode traditionnelle (appellée aussi “méthode grammaire - traduction” ou
The classical method, which emerged in the late 15th century, is still in use today Initially applied to languages that were no longer fully alive, such as Greek and Latin, it became dominant in Europe for modern languages by the late 16th and 17th centuries, particularly in Germany Although its usage has declined, it remains a standard model for modern language teaching This book-centered approach emphasizes grammar instruction and translation, with less focus on oral skills The two primary skills developed are reading comprehension of literary texts and writing.
In this approach, language is viewed as a system of observable rules and exceptions found in sentences or texts The focus is primarily on the form of language, including linguistic structures, morphology, and syntax, while oral communication takes a secondary role.
In the classroom, the teacher is perceived as the dominant figure, possessing and transmitting knowledge while also representing authority and serving as a linguistic model for students Learners adopt a passive role, lacking initiative and primarily focused on memorizing verb conjugations and vocabulary Consequently, the interaction between teachers and students is largely one-sided, with minimal peer interaction Despite its longstanding presence, this teaching method has faced significant criticism for being ineffective, as it emphasizes literary writing over communicative language skills, ultimately failing to develop communicative competence.
The direct method, widely adopted in Germany and France during the late 19th and early 20th centuries, emerged as a response to traditional language teaching approaches It focuses on the communicative aspects of language, prioritizing oral skills, which makes it more effective than conventional methods.
The primary goal of this method is to encourage speaking a language without explicitly discussing its rules, focusing instead on repetition and imitation It aims to engage learners actively and holistically, using only the target language, along with gestures, facial expressions, and contextual cues, to facilitate oral communication Additionally, this approach rejects the use of translation.
La méthode directe développe toutes les quatres compétences, surtout l’expression orale et elle cherche à mettre l’apprenant dans des situations réelles de communication
In the classroom, the first language is not used; instead, the second language is employed This method places a crucial role on the teacher, especially at the beginning when learners are unfamiliar with the second language However, the teacher also allows some initiative for the students, who actively engage in lesson activities by answering and asking questions Interaction flows between the teacher and students, but it is predominantly managed by the teacher Initially, peer-to-peer interaction among learners is nearly non-existent in L2 classes.
1.2.4.3 Dans la méthode audio – orale
The audio-oral method, originating from the United States, was developed during World War II to meet the U.S Army's urgent need for rapid language training for non-English speakers This approach emphasizes memorizing and over-learning dialogues in "everyday language" before grasping grammar concepts It combines behavioral psychology with structuralist principles, leading to its creation However, its prominence was brief, lasting in North America from 1950 to 1965 and in France from 1965 to 1975.
Enseignement interactif des langues étrangères
According to Ludger Schiffler (1991:6), interactive foreign language teaching is based on social interaction within the learning group, emphasizing reciprocal relationships shaped by communication between the teacher and learners, as well as among the learners themselves.
Social interaction is crucial in the learning process, particularly in foreign language education It can be positively influenced by pedagogical behaviors and interactive teaching methods A positive interaction is essential for effective language instruction, prompting teachers to prioritize engaging and dynamic educational approaches.
- dissiper les conflits pouvant naợtre dans le groupe d'apprentissage;
- de promouvoir des activités didactiques qui conduisent:
+ à une interaction entre les apprenants;
+ à une communication centrée sur l'apprenant;
+ à l'autonomie, à l'autodécision, à la participation des apprenants;
In a collaborative learning environment, students engage in a "tandem of responsibility," where peers either hold each other accountable when they have similar performance levels or where the stronger student supports the weaker one in cases of differing abilities This approach fosters interactive group work and enhances mutual learning among participants.
1.3.2 Travail en groupe interactif L’union fait la force, ce proverbe est tout à fait vrai dans le travail en groupe interactif, non seulement dans les études des apprenants mais aussi dans leur vie professionnelle plus tard C’est pourquoi, appliquer cette méthode de travail dans les écoles, avec toutes les disciplines dont la langue étrangère, est très important Si l’on exploite le mieux des avantages et limite des inconvénients du travail en groupe, cela peut aboutir à l’efficacité des cours de langue étrangère, surtout avec la compétence d’expression orale Alors, qu’est – ce le travail en groupe interactif? Quels sont ses avantages ainsi que ses inconvénients?
Interactive group work, as defined by Ludger Schiffler (1991:93), involves collaborative efforts among groups of 3 to 5 students with varying performance levels, guided by social therapeutic criteria The primary goal is to enhance social interaction within the classroom, while a secondary benefit can be the improvement of performance in foreign language education Schiffler also outlines essential conditions for effective interactive group work, emphasizing the need for an interactive pedagogical approach.
2 Des contenus qui rendent possibles le travail en commun, la communication centrée sur l’apprenant, l’autonomie et l’interaction au sein du groupe
3 L’apprentissage social par le travail “en tandem” (c’est – à – dire avant le travail en groupe, il vaudrait mieux s’entraợner au travail en commun sous la forme du “tandem de responsabilité” ó deux apprenants sont étroitement associés dans le travail)
To form effective groups, teachers can utilize both subjective observations and the more objective tool of sociograms, while considering students' preferences regarding collaboration It's essential for educators to communicate openly with students that it may not always be possible to fulfill their requests for group assignments.
D’aprốs Kober 4 , dans la rộalitộ, on connaợt trois formes de travail de groupe:
+ Le travail de groupe à tâche identique (tous les groupes doivent accomplir la même tâche);
+ Le travail de groupe à tâches réparties (chaque groupe a sa propre tâche à accomplir);
+ Le travail de groupe mixte (un groupe ou plusieurs reỗoit une tõche commune et travaille sur le mờme sujet; les autres groupes reỗoivent une autre mission)
Working in groups offers numerous advantages, including time savings through task sharing and access to shared resources like textbooks and notes It fosters the exchange of knowledge, opinions, and personal experiences among members Additionally, group work enhances auditory memory, as increased verbal communication strengthens this skill The group dynamic boosts motivation and encourages individuals to push their limits together Furthermore, engaging in debates helps learners articulate their viewpoints and consider perspectives they might not have explored independently, while also providing opportunities to practice explaining their knowledge verbally.
Cécile Delannoy 5 présente dans le tableau ci - dessous les avantages du travail en groupe non seulement pour l’apprenant mais aussi pour l’enseignant et pour l’objectif d’apprentissage:
4 Kober H et R, cité par Ludger Schiffler, Pour un enseignement interactif des langues étrangères, 1991:100
Préciser les objectifs en terme de savoirs et de savoir-faire
Utiliser le sociogramme et composer les groupes pour éviter les dysfonctionnements divers (situation de blocage)
Ne pas multiplier les objectifs d'apprentissage; Rester modeste pour une séquence
Utiliser le mieux le temps
(dialogue, conseil pédagogique, méthodologique, tutorat)
Compléter les compétences; Éviter les situations de blocage ou d'impasse expérimentation
Réduire les temps morts d'explication pour les autres apprenants
Intégration; coopération; entraide; communication; autonomie; socialisation
Avoir un rôle, une responsabilité
Trouver du sens par le plaisir de la situation d'apprentissage
Ludger Schiffler analyse aussi dans son ouvrage: “Pour un enseignement interactif des langues étrangères” des différents avantages du travail en groupe interactif dont certains sont les suivants:
+ Le travail de groupe conduit à l’addition des forces C’est pourquoi le résultat du travail en commun est évidemment meilleur que celui de n’importe quel membre isolé du groupe
+ Pour l’apprenant, il est important qu’il puisse se sentir membre d’une communauté et qu’il ne soit pas isolé, le travail en groupe renforce ce sentiment chez lui;
Group work strengthens bonds within the team and fosters a positive emotional climate It enables learners to recognize their ability to make significant contributions to the group's success, leading to increased engagement and enhanced self-confidence.
+ Grâce au travail de groupe, l’apprenant peut apprendre le travail autonome, l’attitude auto – critique, l’acceptation et exploitation de la critique venant d’autrui;
+ Dans le travail collectif, des eurreurs linguistiques et orthographiques se rencontrent moins;
+ La correction par les camarades peut empêcher les effets négatifs qu’exerce un échec sur certains apprenants, quant à la motivation à produire;
+ Le travail de groupe intensifie les occasions d’entraợnement d’un forme d’exercice très important pour développer la compétence communicative chez des apprenents: l’entretien avec un ou plusieurs partenaires; etc
It is often said that everything has two sides: one positive and the other negative In his book, Ludger Schiffler highlights several drawbacks while also providing solutions to these issues.
In many groups, member performance can vary significantly, leading to situations where the stronger individuals carry the workload while the weaker members remain passive and rely on their efforts.
As groups grow larger, individuals tend to lose their creativity and critical thinking skills To mitigate this risk, it's essential to limit group sizes and, more importantly, assign specific roles and concrete tasks to each member.
In oral exercises conducted by the group, it is common for numerous grammatical and lexical errors, particularly phonetic ones, to go uncorrected The most effective way to minimize these mistakes is through thorough preparation, either via direct instruction or by utilizing exercise materials that enable learners to self-monitor their performance.
According to the communicative approach, learners should utilize the foreign language as much as possible However, a significant drawback of group work is that students often resort to using their native language, even in motivated and capable groups In such instances, the teacher should focus on the group's overall performance rather than the language used by its members during that performance.
Group work in language education offers significant benefits, enhancing performance and fostering social interaction in the classroom However, understanding these advantages alone is insufficient; educators must also be aware of the potential drawbacks to effectively mitigate them This comprehensive approach ultimately leads to greater effectiveness in foreign language teaching, particularly in oral expression.
ENSEIGNEMENT DU FRANÇAIS AUX ÉTUDIANTS DE
Présentation générale du système de la formation de licence professionnelle à l’École supérieure de Commerce
(Cas des étudiants en première année)
2.1 Présentation générale du système de la formation de licence professionnelle à l’École Supérieure de Commerce (ESC)
In France, the professional bachelor's degree, established in November 1999, is a bac + 3 qualification designed to enhance young people's employability through collaboration with businesses and professional sectors This degree offers high-quality education delivered by university professors and industry professionals, balancing general culture, theory, and practical experience These components reinforce each other: practical training aids in understanding theory, scientific education supports professional adaptation and growth, while general culture fosters communication, interdisciplinary exchange, and open-mindedness The program includes 12 to 16 weeks of internships in companies, providing graduates with the opportunity for quality employment or further academic pursuits, such as master's degrees.
In 2004, the École Supérieure de Commerce, in partnership with the University of Sud Toulon Var, launched a six-semester university program leading to a professional Bachelor's degree in "Management of Organizations – Project Management and Human Resources Management." This program was initiated by the Department of Business and Administration at the University Institute of Technology in September 2000 Semesters five and six culminate in the awarding of a French National Diploma at level II, with pedagogical and administrative oversight provided by the University of Sud Toulon Var The first cohort began in the 2004 academic year.
In 2005, the project attracted approximately 150 students across two disciplines: project management and human resources (taught in French), and marketing management (taught in English) By the start of the 2007 academic year, enrollment in the professional bachelor's program surged to over 600 students, expanding to four disciplines.
- gestion de projets et de ressources humaines (langue d’enseignement: franỗais)
- gestion d’export – import (langue d’enseignement: franỗais)
- finance – banque – assurance (langues d’enseignement: franỗais et anglais)
- gestion de marketing (langue d’enseignement: anglais)
The first four semesters of the program are administratively and pedagogically managed by the ESC of Vietnam, where students are enrolled; however, this agreement does not establish equivalence with a French National Diploma for these semesters In contrast, the fifth and sixth semesters are overseen by the University of Sud Toulon Var, where students are also enrolled To gain admission into the first year of the professional bachelor's degree, candidates must submit their application to the International Training Center of the ESC and meet specific eligibility requirements.
To gain admission to Vietnamese universities, candidates must achieve a satisfactory score in the entrance exam, which requires obtaining overall grades across three subjects that exceed the minimum thresholds established by the Ministry of Education and Training of Vietnam.
Le passage de la 1 ère année à la 2 ème année est soumis au règlement d’examen en vigueur à l’ESC
Pour être autorisés à poursuivre leurs études au sein de la Licence professionnelle pour les semestres 5 et 6, les étudiants doivent impérativement remplir les conditions suivantes:
- Avoir obtenu des résultats scolaires lors des semestres 1 à 4 permettant un passage en licence conformément au règlement d’examen en vigueur à l’ESC
To demonstrate a satisfactory level of French language proficiency, students must undergo both a written test and an interview The assessment of a student's French language skills is solely the responsibility of the University of Sud Toulon Var.
Le jury d’administration en 3 ème année peut décider:
- du passage en 3 ème année de ce curcus universitaire si l’étudiant satisfait des deux conditions précédentes
- de l’orientation de l’étudiant vers un autre curcus universitaire de niveau II proposé par l’ESC et l’étudiant a obtenu des résultats scolaires permettant son entrée en
3 ốme annộe mais ne possốde pas un niveau de langue franỗaise suffisant pour suivre l’enseignement en franỗais des semestres 5 et 6
The program includes both theoretical and practical training, combining 12 to 16 weeks of professional internships with a supervised project Students are required to produce an internship report and deliver an oral presentation in their sixth semester Emphasizing student initiative and personal work, the curriculum allows for the application of acquired knowledge and skills From the fifth semester onward, a significant portion of the instruction is provided by French educators and industry professionals The curriculum for the fifth and sixth semesters aligns with the professional Bachelor's degree requirements set by the University of Sud Toulon Var, with potential local adaptations of up to 20% of the overall theoretical teaching content.
The École Supérieure de Commerce collaborates with numerous foreign universities, including several French institutions such as the University of Sud Toulon Var, University of Nice – Sophia Antipolis, Jean Moulin Lyon III University, Cergy Pontoise University, and the Mediterranean University of Marseille II and III After graduating, students with a professional bachelor's degree can continue their studies to obtain a professionally oriented master's degree, either in France through partnerships or at ESC in three distinct branches.
- Intelligence ộconomique et territoires (langue d’enseignement: franỗais)
- Banque - Valeurs (langue d’enseignement: anglais)
- Finance d’Entreprise (langue d’enseignement: anglais)
The professional bachelor's degree program, particularly at ESC, is tailored to meet the demands of the job market It equips students with the necessary skills and qualifications to quickly address clearly defined professional needs and career opportunities.
En un mot, la licence professionnelle, avec ses atouts, devient un bon choix pour beaucoup d’apprenants vietnamiens.
Enseignement du franỗais pour les ộtudiants de licence professionnelle
The university program for professional license students at ESC spans three years, divided into six semesters During the first three semesters, students receive general French courses aimed at enabling them to communicate fluently in real-life situations and acquire foundational knowledge of the language for their future studies The curriculum is tailored towards specific objectives, focusing on French for economics, banking, finance, and insurance After the third semester, students transition to specialized French courses, including commercial French for project management and human resources, as well as banking and finance French for finance students These courses aim to deepen students' knowledge in their fields, provide essential concepts in economics and banking, facilitate communication in business contexts, enhance their reading and writing skills related to their studies, and prepare them for oral presentations of their expertise.
2.2.2 Volume horaire de l’enseignement du franỗais aux ộtudiants de licence professionnelle
Professional license students at ESC have French classes for four semesters In the first three semesters, they study general French, while the fourth semester focuses on specific French, including commercial French and French for banking, finance, and insurance Each semester lasts fifteen weeks, with a total of fifteen sessions of fifty minutes each week, providing students with a comprehensive language education.
225 heures de franỗais par semestre, soit 1000 heures de franỗais au total pendant 4 semestres
2.2.3 Manuel d’enseignement pour les étudiants de licence professionnelle en 1 ère année
According to Christiane Tagliante (1994:62) in her book "La classe de langue," a textbook is defined as a collection of documents and activities related to a specific methodology When selecting a textbook that adheres to the communicative approach, certain criteria should be met.
- Présenter des activités permettant aux apprenants de réaliser des tâches communicatives
- Favoriser des échanges authentiques entre apprenants
- Équilibrer les activités communicatives et le travail sur le fonctionnement de la langue
- Prévoir une panoplie d'exercices de systématisation
- Proposer des documents authentiques (écrits, visuels et sonores) variés et motivants
- Présenter un contenu socioculturel riche et abondant
- Proposer des fiches individuelles d’auto- estimation des acquis
For first-year professional license students, we utilize the method Le Nouvel Espaces 1 for general French courses This method is fully inspired by the communicative approach and aligns with the criteria outlined by Christiane Tagliante It emphasizes communication skills, making oral expression a crucial component of the curriculum designed to achieve the ultimate goal of mastering the French language.
Published in 1995 by Hachette, "Le Nouvel Espaces" is the inaugural volume in a series designed to enhance language learning Authored by Guy Capelle and Noëlle Gidon, this series aims to preserve the originality of the original "Espaces" while improving its effectiveness and aligning with DELF requirements The series consists of three levels: Le Nouvel Espaces 1, Le Nouvel Espaces 2, and Le Nouvel Espaces 3 Each level includes a student book, an exercise workbook, a teacher's guide, three audio cassettes for classroom use, and a video cassette with a companion booklet to explore French culture through images, reports, and interviews "Le Nouvel Espaces" is tailored for older adolescents and adults.
Le Nouvel Espaces 1 features 12 units along with a zero unit consisting of 7 pages, an index of speech acts and communication strategies, a transcription of recordings, a grammar reference guide, conjugation tables, and a multilingual lexicon in six languages.
Each section consists of three parts centered around a set of communicative functions such as introducing oneself, navigating a city, reporting states and events, and making comparisons These sections also explore themes like family, urban life, food, biographies, and ecology.
Partie 1 : Information/ Préparation : quatre pages de documents préparés et exploités par des exercices et qui présentent les aspects lexicaux et grammaticaux importants du dossier
Partie 2 : Paroles : quatre pages centrées sur la compréhension et la production orales, à partir d’une histoire suivie présentée sous forme de B.D
Partie 3 : Lectures/ Écritures : trois pages centrées sur la communication écrite qui proposent des stratégies de compréhension et de production écrites
At the end of each unit, a summary page consolidates the communicative and grammatical knowledge, aiding learners' memory retention Students have the opportunity to self-assess their acquired knowledge and prepare for various DELF exams through exercises found in the "Faites le point" section, located after every two units Additionally, the Magazine page following units 3, 5, 7, 9, and 11 offers learners valuable cultural insights into French society.
One of the most effective activities for verbal communication training in this method is role-playing Its goal is to enhance learners' oral expression, develop their verbal fluency, and improve their adaptability to increasingly diverse situations In "Le Nouvel Espaces 1," the authors incorporate role-playing after the Information/Preparation and Speaking sections, ensuring that learners have acquired the necessary linguistic knowledge and engaged with the comic strip This method introduces a new dynamic to learning, progressively integrating linguistic elements and strategies for both oral and written communication in each unit It emphasizes formative aspects and implements a process for acquiring techniques and learning strategies from the outset, which can be transferred to other subjects, ultimately fostering learner autonomy and self-assessment skills.
With Le Nouvel Espaces 1, language acquisition is enhanced through targeted exercises Specifically, speaking practice exercises are consistently introduced at the end of the Paroles section, which follows the Information/Preparation segment This structure allows learners to effectively reapply previously acquired expressions and grammatical structures.
Le Nouvel Espaces 1 effectively motivates learners by fostering a positive classroom atmosphere The humorous elements present in various communication scenarios encourage student participation Central to this method is the dominant oral activity of role-playing, which creates a relaxed environment and reduces the distance between teachers and students During these activities, the teacher shifts from an authoritative figure to a facilitator, helping students engage in the games As learners participate together, they share challenges and successes, strengthening their relationships and promoting harmonious interactions Consequently, games enhance communication among participants, alleviating the monotony of lessons and replacing it with enjoyable moments In this setting, speaking becomes significantly easier compared to more stressful situations.
Learning a foreign language requires an understanding of its culture and civilization, as this knowledge is essential for effective communication Without this cultural insight, learners often face challenges that can hinder conversations The course "Nouvel Espaces 1" enhances students' awareness of everyday life by incorporating cultural elements into communicative situations This approach enables learners to navigate real-life communication more effectively, helping them avoid misunderstandings and negative perceptions.
One significant advantage of Le Nouvel Espaces 1 is its ability to enhance learners' creativity Engaging in playful activities greatly contributes to the learning of a foreign language During these games, learners must think critically, make hypotheses, and select the best solutions without adhering to a predetermined model, thereby fostering their creative thinking skills.
Le Nouvel Espaces 1 encourages group work among learners, highlighting the importance of collaboration in completing tasks This method often incorporates games that require teamwork, fostering collective effort and improving outcomes beyond what individuals could achieve alone Group members benefit from mutual support in evaluating and correcting linguistic errors Through engaging in cooperative games, learners develop a sense of community, which will be advantageous in their future professional lives However, Le Nouvel Espaces 1 does have limitations; for instance, oral activities like role-playing can lead to course monotony, and some oral training exercises may not align with the cultural knowledge or prior linguistic understanding of the learners.
En bref, dans Le Nouvel Espaces 1, l’apprentissage est davantage amélioré, pour l’apprenant comme pour le professeur par un contrat d'apprentissage exposé en ouverture de chaque dossier
First-year professional license students must take a French test after every two assignments, which evaluates all four skills: listening comprehension, reading comprehension, oral expression, and written expression The oral exam topics are directly related to classroom content and student relevance, highlighting the importance of oral activities and encouraging more active participation in French classes These tests are also factored into the grading system, contributing to the overall French score at the end of the semester.
DIFFICULTÉS EN EXPRESSION ORALE DES ÉTUDIANTS DE
Enquête par questionnaire auprès des étudiants en première année
To identify the major challenges faced by first-year professional license students at ESC, a questionnaire survey was conducted among these students at the end of the second semester of the 2007-2008 academic year (June), marking their second semester of French language learning These students have at least ten months of experience studying French as their first foreign language and are able to recognize difficulties in learning French in general, particularly in oral expression.
We distributed a questionnaire to 100 students from all classes of this cohort, receiving 86 responses To ensure that the questions were clearly understood by the students, the questionnaire was crafted in Vietnamese (Appendix 1).
For over eight years, students have been providing written responses, primarily to closed questions in the form of multiple-choice questions (MCQs) accompanied by a predetermined list of possible answers Our questionnaire consists of 30 questions, including four that are both closed and open-ended, designed to enhance and enrich the information gathered.
In addition to the survey conducted with first-year professional license students, we also carried out a parallel survey among the teachers in the French Department at ESC This survey consists of 20 questions aimed at gathering insights similar to those obtained from the students To maximize the number of suggestions regarding the educational objectives, we concluded the survey with an open-ended question We distributed the survey to 10 female educators who have previously worked or are currently working with this student demographic, and we received 10 completed responses.
3.1.2 Analyse des résultats de l’enquête auprès des étudiants
A survey conducted among first-year students at the end of the second semester aimed to assess their French language proficiency Out of 86 students surveyed, only 3 students (3.5%) have been learning French for four years, including three years in high school and one year at the ESC Additionally, 5 students (5.8%) have studied the language for over eight years, starting in primary school, while a significant majority, 90.7%, have been learning French for just one year.
Alors, ces étudiants sont assez homogốnes au niveau de franỗais
La plupart ont 1 an d’apprentissage Cela facilite l’enseignement/apprentissage du franỗais en classe
Question 2 reveals that all these students are learning French simultaneously with another foreign language Most of them opt for English, as it is the mandatory second foreign language at ESC, while only 7% study other languages such as Japanese or German.
23,2% 34,9% aux centres des L.E avec le précepteur pas de cours supplémentaire
Cela provoque sans doute une certaine influence sur leur apprentissage du franỗais (la prononciation, l’utilisation du vocabulaire, etc.) puisque ces deux langues ont beaucoup de points similaires
En dehors des heures de classe, 65% des étudiants suivent des cours supplémentaires pour approfondir les connaissances en franỗais, soit aux centres des langues ộtrangốres (41,9%), soit avec le précepteur (23,2%)
The primary reason for students taking French courses is to enhance their language skills, with 87% expressing this goal Only 13% of students participate for other reasons It's important to note that they receive 15 hours of French instruction each week, leading to a consensus that the amount of classroom time is adequate for their learning needs.
Approximately 34.9% of students do not participate in additional French courses and study independently at home Among these students, some have several years of French learning experience and are not concerned about their proficiency level (26.7%), while others believe they do not need extra classes (65.8%), as they find that 15 hours of French instruction per week is sufficient for their educational needs Additionally, a small percentage (7.5%) cite other reasons for not attending extra courses This indicates that students are highly focused on their French language learning.
Question 4 reveals students' attitudes toward the French language, with nearly all respondents acknowledging its difficulty Specifically, 82.6% find the subject challenging yet engaging, while 15.1% view it as both difficult and uninteresting.
Le nombre des ộtudiants qui sont confiants d’affirmer que le franỗais est facile à apprendre reste très modeste : 2,3%
Attitude des ộtudiants face au franỗais
2,3% facile difficile mais intéressant difficile et inintéressant
Plaisir d'apprendre la compétence d'EO
Question 5 focuses on the enjoyment of learning French among first-year professional license students An impressive 83.7% of the surveyed students express a love for learning the French language In contrast, 15.3% admit to disliking the subject, citing that they find French to be a challenging and uninteresting language to study, as indicated by the results of Question 4.
According to a survey, 46.5% of respondents express a strong interest in learning English language skills, while 40.7% enjoy the subject A notable 45% of students appreciate the classroom atmosphere in English courses and desire more opportunities for group work Overall, most surveyed students enjoy learning English, with only 12.8% indicating a dislike for the subject However, 63% admit to lacking strong language skills, 27% struggle to generate ideas, and others fear losing face in front of peers and teachers due to mistakes.
2,4% 18,6% beaucoup assez un peu pas du tout commises Ces choix nous rendront capable de donner des stratégies convenables dans les cours d’E.O afin d’encourager leur prise de parole
We focused on their perceptions of EO competence, asking respondents to rate its difficulty Only 7.8% found it very difficult, while 88.6% considered it difficult A mere 3.6% of students believed it was easy.
In examining the challenges faced in oral expression (EO), question 16 reveals the extent of these difficulties Over a third (36%) of respondents admit to experiencing significant challenges in EO, while 43% believe they face a considerable number of difficulties Additionally, 18.6% report having a few challenges, and only 2.4% claim to have no difficulties when expressing themselves in French The results indicate that nearly all students encounter some level of obstacles in EO This leads us to explore what their main difficulties are in the following question.
First-year students in the professional bachelor's program at ESC face various challenges, which can be categorized into several types as outlined in the table below.
Difficultés en pratiquant l’EO en classe (par ordre de difficulté)
Utilisation des éléments extralinguistiques (gestes, mimiques, mouvements corporels)
Sans idées à exprimer 8.15 24.4 39.5 19.8 8.15 Élements psychologiques (peur de commettre des erreurs; esprit tendu )
According to a survey, the biggest challenges faced by students in English for Specific Purposes (ESP) are not grammar, as previously thought, but rather sociocultural knowledge Only 4.7% of students do not view this as a difficulty, while 27.9% find it very challenging, and 20.9% consider it difficult Additionally, 79% of students believe that the sociocultural knowledge provided in their curriculum is insufficient, and 62% feel that teachers rarely incorporate this knowledge into lessons Despite this, nearly one-third of students (29%) admit they never seek out such information, while the majority (54%) claim they do so occasionally.
PROPOSITIONS PÉDAGOGIQUES
Propositions pour motiver les étudiants et résoudre des problèmes psychologiques 56
Student motivation is crucial for success in language courses, particularly in oral expression (EO) Unfortunately, many students start off highly motivated, but this enthusiasm often wanes over time This raises important questions about how to sustain their motivation throughout French courses and encourage them to overcome psychological barriers Additionally, the role of teachers is vital in fostering a supportive environment that promotes active participation in oral activities.
The professor is often the first person to introduce students to the world of French as a foreign language, making it essential for them to instill a love for the language from the very beginning With enthusiasm and dedication, the professor should help students set achievable goals after each module, semester, and academic year, as reaching these objectives will boost their motivation By tapping into their deep desires and interests, the professor can introduce new and engaging content that encourages the exploration and mastery of knowledge Additionally, it is crucial to foster a sense of awareness and responsibility in students, helping them find their own motivation to actively participate in the learning process.
Teachers should monitor their students' progress and avoid assigning tasks that exceed their capabilities It is more beneficial for educators to provide topics aligned with students' interests, such as family, youth life, music, and hobbies For less engaging themes like major events, teachers can select the most recent news stories that connect to young people's lives and interests.
Compliments should be used thoughtfully; they are essential for encouraging students to speak up without fear of criticism from the teacher Creating a positive communication environment in the language classroom is equally important The teacher must foster an atmosphere of friendship and trust to reduce students' shyness and embarrassment, ultimately motivating them to engage in conversation.
Many of our students fear speaking in class, so when they do participate in role plays or dialogues, we often encourage them to stand at a certain distance facing their peers This practice helps them develop the habit of speaking in public and projecting their voices Occasionally, we ask them to record their voices or images during dialogues, allowing them to identify their own pronunciation and grammatical errors, as well as evaluate their presentation skills, including voice, eye contact, facial expressions, and body language We also recommend that they practice at home by recording themselves and using mirrors to analyze their performance and identify any habits or tics Over time, this approach helps them become more confident and articulate in their expressions.
To keep students engaged and prevent fatigue, it is recommended to diversify oral activities in each session or module Instead of relying solely on role plays and dialogues, incorporating skits, individual presentations on chosen topics, and group presentations twice a semester can be beneficial These group projects should meet two specific criteria: the topic must align with the module content (such as family, celebrations in Vietnam and France, or Vietnamese dietary habits), and students should apply previously acquired knowledge This approach requires students to undertake serious preparation at home.
Additionally, this type of activity teaches students not only to construct complete sentences and organize ideas logically and coherently but also to collaborate in groups Most importantly, it fosters solidarity and a cooperative spirit among our students.
Playing is not just for entertainment; it also serves as a valuable educational tool We believe that games play a significant role in the teaching and learning of a foreign language when utilized effectively and not overused When students engage in games, they perceive it as play rather than learning, which alleviates their fear of making mistakes In reality, they are learning by reviewing previously acquired knowledge or discovering new concepts Games help students become more outgoing and dynamic, breaking free from their shyness For each oral theme, appropriate games can be selected that align with the vocabulary and language points of that topic, such as the game of goose.
At the end of each class or every two to three classes, the teacher dedicates about ten minutes to encourage student participation through various games and activities Here are some suggestions for engaging students effectively.
Objectif : Revenir sur le vocabulaire ou des structures déjà apprises lors des cours précédents
Selon le nombre d'élèves, et pour avoir un peu de compétition, la classe peut être partagée en deux groupes
Un élève vient mimer quelque chose devant la classe (une profession, un objet, une expression, un titre ), les autres étudiants devinent
Soit laisser le choix du mot, de l'expression à l'étudiant, soit lui suggérer quelque chose
Les élèves ont 11 chances pour trouver un mot en proposant des lettres une à une
If students suggest a letter that is not present in the word to be guessed, draw a part of the "hangman." If the letter is in the word, write it on the board Additionally, include the numbers.
Pour les débutants, partager le tableau en deux parties et écrire les mêmes nombres de chaque côté Partager la classe en 2 groupes
In this engaging classroom activity, a designated student from each of the two groups races to the board to erase a number called out by the teacher The competition emphasizes speed, with the team that completes the task the fastest declared the winner.
Soit les questions viennent du professeur, soit des étudiants aux autres étudiants
- Je suis en bleu Je porte des lunettes Je sais faire de la guitare Qui suis-je dans la classe?
- Je cherche la personne qui est à droite de la fenêtre et qui porte une chemise blanche Je cherche qui ?
A student selects the name of a well-known personality, and the others must guess who it is by asking closed-ended questions that the student can only answer with "yes" or "no." As the game progresses, the questions become increasingly specific.
Exemple : Es-tu franỗais ? oui/non ;
Tu es un homme ? oui/non ;
Tu es encore vivant ? oui/non
- Bander les yeux d'un étudiant et lui faire toucher des objets Il décrit l’objet et les autres devinent ce que c'est en franỗais
Encourage students to listen to a song while following along with the lyrics, focusing on the enjoyment of the experience rather than asking questions This approach helps students reconnect with essential knowledge through the music they hear.
1 La structure du verbe Penser et Le Gérondif
2 Parler de la cause et de la conséquence avec Pourquoi ? / Parce que/ Pour + Infinitif/ Pour que + Subjonctif
3 Le passé composé et l’imparfait
Le verbe Penser à/ Le gérondif Pense à moi, le poire en te couchant Pense à moi, en te réveillant
Pense à moi, en te brossant les dents Pense à moi, à moi tout le temps
Pourquoi les poules pondent des oeufs ? Pour que les oeufs fassent des poules Pourquoi les amoureux s’embrassent ? C’est pour que les pigeons roucoulent Pourquoi les jolies fleurs se fanent ?
Parce que ỗa fait partie du charme Pourquoi le diable et le bon Dieu ?
C’est pour faire parler les curieux
Once upon a time, there was a little boy living in a large house, surrounded by joy and happiness Yet, deep in his heart, he longed to grow up and dreamed of becoming a man Every evening, as his mother rocked him to sleep, these thoughts filled his mind.
Puis il a grandi, puis il est parti et il a découvert la vie
To encourage speaking habits among students and empower them to express their opinions, we initiate each session by asking one or two students to present recent news they have encountered through newspapers, television, radio, or online sources for one to two minutes It is essential that the information is current, with the source clearly indicated, including the publication name and date While listening, other students are required to take notes To assess their comprehension, we then prompt them to ask questions about the presented information, allowing them to choose who will respond.
- De qui ou de quoi parle – t – on ?
- Qu’est-ce qui s’est passé/ se passe/ se passera ?
- Quelle est la source de l’information ?
Si l’information est courte et simple, nous pouvons leur demander de la répéter
Cette exercice crée encore chez nos étudiants l’habitude de lire, de regarder et d’écouter pour s’informer
Propositions pour résoudre des difficultés linguistiques
Despite having rich ideas, students often struggle to express themselves in French due to limited vocabulary Therefore, vocabulary enrichment should begin from the very first days and continue throughout their learning journey By gradually accumulating a few words each day, students will gain the confidence to engage in communicative situations To facilitate effective vocabulary acquisition, we recommend that students maintain a daily vocabulary notebook where they write down approximately five new words each day This is monitored by the teacher on a daily or weekly basis During each session, the teacher invites a few students to present their daily vocabulary, which takes about five minutes and allows the rest of the class to expand their own vocabulary At the end of each week, the teacher collects the notebooks to review students' progress However, it is essential to focus on learning relevant words, preferably grouped by themes or related words, and to practice using them in sentences.
Jouer au football/ Faire du football + natation (n.f) ; nageur (n.m)
Nager/ Faire de la natation +
- Thốme ô meubles dans une piốce ằ :
+ armoire (n.f) + lit (n.m) + table de nuit (n.f) +
- Famille de mot : ami(e) (n) ; copain/copine (n)*
Amitié (n.f) Amical (adj) Amicalement (adv) (* familier)
Sometimes, the teacher can organize a small competition among groups to find the largest number of words related to a specific theme or by playing word games.
Participants form a circle as the teacher introduces the topic of professions The teacher then throws a ball to a random participant, who must quickly name a profession before passing the ball to another participant.
Et ainsi de suite jusqu’à ce qu’on trouve le gagnant
Avec une certaine répétition de tel ou tel mot, la faiblesse de vocabulaire des étudiants sera certainement améliorée
Despite our students understanding grammatical rules and performing well in written exercises, they struggle with oral communication, often making mistakes like "I eat cream" or "He calls me." To address this issue and help students better apply their grammatical knowledge while developing automaticity, we believe that oral exercises focusing on repetition, substitution, and transformation will be beneficial.
The topic of "EST-CE QUE" and negation involves presenting students with photos of well-known individuals In this exercise, students are encouraged to formulate questions using "Est-ce que" that elicit negative responses This approach not only enhances their understanding of question formation but also reinforces their grasp of negation in French.
- Est-ce qu’elle s’appelle Maria ? - Non, elle ne s’appelle pas Maria Elle s’appelle Céline Dion
- Est-ce qu’elle est vietnamienne ? - Non, elle n’est pas vietnamienne Elle est canadienne
- Est-ce qu’elle est professeur ? - Non, elle n’est pas professeur Elle est chanteuse
In each section of the method, the authors dedicate part of the content to provide learners with foundational knowledge in phonetics, including pronunciation, intonation, pacing, pauses, linking, and chaining, under the theme "SOUNDS AND LETTERS." This approach is highly beneficial for students However, a crucial condition for effective word pronunciation and beautiful intonation is that the teacher frequently incorporates phonetics practice into the EO (language learning) courses, encouraging continuous student practice Depending on the students' proficiency levels, the teacher can prioritize certain aspects, starting with pronunciation, followed by intonation, stress, pacing, and then expressive nuances To facilitate students' pronunciation practice, teachers can introduce phonological codes from the very first lessons.
[ə] -e ; -eu ; -eux ; eur neveu ; acteur ; heureux [e] é ; - er ; - ez ; et ; …… télévision ; habiter ; décidez ; Lan et Mai [ε] è ; ai ; ais ; es , est …… Hélène, mai, mais, tu es,
[ε ] in, im, yn, ym, ein, ain, ien, yen, éen vin, simple, synthèse, symbole, sein, pain, bien, doyen, lycéen
When students speak, it's crucial for them to project their voices so the teacher can hear and correct their pronunciation To foster this habit, the teacher maintains a distance from the students during role-plays or dialogues Additionally, students are encouraged to read texts aloud and listen carefully to native speakers, practicing through repetition Watching French television programs regularly helps them acclimate to the intonation of the language.
[ u ] ou, ỏ, ó route, sous, gỏt, cỏter, ó [ s ] s ; ss ; sc ; c + e,i,y ; ỗ + o,a,u ; x ; ti + voyelle sel; assez; scốne; ceci; cycle; faỗon ; faỗade ; reỗu ; soixante ; ambition.
[ Ʒ] j ; g + e,i,y et consonnes; ge + a, o, u jupe ; bonjour ; général ; gilet ; gymnastique ; Georges ; il mangeait ; gageure (défi)
This article covers key phonetic sounds in the French language, focusing on specific letter combinations The sound [∫] is represented by "ch" and "sch," as in words like "chercher" and "dimanche." The sound [k] includes letters such as "c," "cc," "qu," and "k," appearing in words like "car," "occasion," and "kilo." Lastly, the sound [g] is formed with "gu" followed by "e," "i," or "y," along with "gg," and includes examples like "guerre," "guichet," and "grand." Understanding these sounds is essential for mastering French pronunciation and vocabulary.
[ ks ] x ; cc ; ction taxi ; boxeur ; succès ; vaccin ; élection ; action [ r ] r ; rr rat ; roue ; grave ; arrêter ; arriver ; terre
The instructor should focus on the specific phonetic challenges faced by Vietnamese speakers, such as the sounds [S], [j], [st], [g], and the confusion between [l] and [n] for individuals from certain regions To aid in this, the teacher can train students by having them repeat the following phrases.
- La chemise du chimiste sèche
- Six slips chics, six chics slips
- Je veux et j'exige dix-huit chemises fines et six fichus fins !
- Sachons que Zachée est un sage
- J'excuse cet exquis exploit, tu excuses cet exploit exquis, il excuse…
- Voici six chasseurs se séchant, sachant chasser sans chien
- Si six cents scies scient six cents cigares, six cent six scies scieront six cent six cigares
- Ciel ! si ceci se sait, ces soins sont sans succès
- Choisissons ces saucisses aux choux et sachons saisir ces anchois séchés
Hello, Mrs Sans Souci, how much are these six hundred six sausages? These six hundred six sausages cost six pennies Six pennies for these six hundred six sausages! If these six hundred six sausages are six pennies, then they are too expensive.
- Un chanteur enchanteur enchante sur le champ en chantant des chants touchants, touchant les champs
- Papa boit dans les pins Papa peint dans les bois Dans les bois, papa boit et peint
- Un plein plat de blé pilé (à répéter rapidement)
- Que lit Lili sous ces lilas-là ? Lili lit l'Iliade
- Trois très gros, gras, grands rats gris grattent
- Les grains de gros grêlons dégradent Grenade
- Trois très gras rats gris dans trois très gros trous creux
- Rat vit rôt, rôt tenta rat, rat mit patte à rôt, rot brûla pattes à rat, rat secoua pattes et quitta rôt
Parfois, l’enseignant fait ộcouter une chanson franỗaise et demande aux ộtudiants de compléter avec les sons différents Cela amuse beaucoup les étudiants
Exemple : Compléter la chanson Premier baiser avec [s] ou [ ∫ ]/ [ z ] ou[ Ʒ].
Propositions à propos des éléments extra-linguistiques
Le résultat de l’enquête que nous avons analysé dans le chapitre précédent montre que nos étudiants ne reconnaissent pas l’importance des éléments extra-linguistiques en EO qui
Premier bai er, é an é sur une pla e en été Premier amour, un beau our qui vient vous emporter Ça ne oublie pas quand est la première fois
Premier émoi, toi et moi, ca és dans les ro ers Premier oupir de plaisir quand tu m'as embra ée Ça ne oublie pas quand est la première fois
Une fille et un garcon
Le début d'une pa ion Pour le temps d'un eul été
Ou peut-être à amais, qui le ait
Premier bai er, é an é sur une pla e en été Premier amour, un beau our qui vient vous emporter a ne oublie pas quand est la première fois
The first farewells at a train station evoke deep emotions, capturing the essence of nostalgia The trembling hands of those saying goodbye reflect the significance of such moments, which linger in memory It's a feeling that remains unforgettable, especially when it marks a significant first experience.
Students in professional license programs at the School of Commerce often face challenges in oral expression, which can lead them to rely on non-verbal cues instead of verbal communication To help them overcome these difficulties and improve their performance in communicative situations, instructors can implement targeted training exercises.
In a classroom activity, the teacher asks students to express how they feel today using only facial expressions instead of words This engaging exercise encourages classmates to interpret and guess each other's emotions and health status based on the non-verbal cues presented.
- Le professeur crée des situations communicatives et demande aux étudiants de jouer le rôle en utilisant les mimes, gestes :
+ Situation 1 : Vous vous mettez en colère quand quelqu’un vous insulte (vous parlez à haute voix et même frappez sur la table)
+ Situation 2 : Vous ne gardez plus le calme quand votre ami(e) arrive à votre rendez-vous avec deux heures de retard
+ Situation 3 : Vous partagez la chambre avec votre petit frère Il met toujours des affaires en désordre Vous ne le supportez plus
The professor can clarify the meanings of various gestures and facial expressions commonly used by the French during their daily conversations, encouraging students to practice these in appropriate contexts.
Par exemple : l’index posé sur la tempe – ce geste sert à désigner quelqu’un de fou ou à caractériser une situation folle
TIEU LUAN MOI download : skknchat@gmail.com
Propositions à propos des difficultés socio-culturelles
To overcome the socio-cultural knowledge gap faced by first-year professional license students at ESC, it is essential for them to engage with French media, such as television programs, newspapers, and books that explore French life, etiquette, and civilization Mastery of oral expression requires a solid foundation of prior knowledge, making the accumulation of these insights vital from the outset and throughout their studies Professors play a crucial role in helping students enrich their socio-cultural understanding by frequently providing relevant information about France and its people For instance, when teaching students how to give directions, educators can introduce a map of Paris, illustrating its twenty spiral-arranged districts, emphasizing practical aspects like including postal codes when corresponding with friends in specific arrondissements.
Propositions à propos des problèmes d’idées
Many students today struggle with a lack of imagination and difficulty in developing ideas, often facing challenges when expressing themselves due to disorganized thoughts To address this issue, it is essential for students to cultivate a habit of staying informed by reading newspapers, listening to the radio, and watching television programs Taking notes during these activities can further enhance their understanding and idea generation Additionally, teachers can assign exercises that encourage students to develop these beneficial habits at home.
Every day, students are required to find a brief piece of information to present orally in class or submit in writing to the teacher Copying and pasting is strictly prohibited, encouraging them to read, listen, and effectively rephrase the content.
Le 1 er arrondissement se situe ô au cœur ằ de Paris POURQUOI ?
Parce que Paris est nộ sur l’ợle de la Citộ (Paris s’appelle alors
Lutèce)… Les arrondissements les plus anciens sont le
Puis la ville grandit, petit à petit , autour de ce centre A partir de 1860, Paris compte vingt arrondissements, numérotés en spirale Paris est comme … un escargot !
To locate a place in Paris, locals typically reference the arrondissement and the nearest metro station For instance, they might say, "The Eiffel Tower is in the 7th arrondissement, near the Bir-Hakeim metro." Similarly, one might mention, "I live in the 6th arrondissement, close to the Odéon metro."
+ Parfois, le professeur distribue aux étudiants un petit document à lire afin d’avoir des idées sur tel ou tel domaine ou un petit sujet à trouver des idées
Many of our students struggle with role-playing situations and identifying the key elements of a basic topic outline To assist them, teachers can provide conversation frameworks or collaboratively create a topic plan to develop Therefore, it is essential to regularly engage in these exercises with students.
***Jeu de rôle : Voulez-vous sortir avec moi ? (Dossier 6 – Activité 14 – page 89)
Pour ce jeu de rôle, les auteurs ont proposé un schéma de conversation
Le professeur peut proposer un autre schéma :
1 Vous proposez à votre partenaire d’aller à un concert de rock (avec une argumentation ou non : il ne passe que ce soir, il paraợt que c’est le plus grand concert du groupe Rose Bleue, )
2 Votre partenaire n’a pas envie de sortir (en donnant ou non une excuse : désolé mais je suis trốs occupộ en ce moment, ỗa ne m’intộresse pas, je n’aime pas le rock, )
4 Votre partenaire accepte (en émettant ou non une restriction : D’accord, mais pas longtemps ou en exprimant un sentiment : Avec toi, je ne peux pas dire non)
*** Juste un mot pour nos auditeurs (Dossier 8 – Activité 6 – page 110)
Vous êtes Olivier Lambert et vous posez quelques questions à Gérard Depardieu pour les auditeurs de Radio Côte d’Azur
Jouez la scène avec un autre étudiant
1 Vous saluez et vous présentez
2 Vous présentez le but de cette interview (Je voudrais rédiger un reportage sur votre vie Pourriez-vous me répondre à quelques questions ? )
3 Vous lui posez des questions et votre partenaire qui joue le rôle de Depardieu répond
4 Vous le remerciez et lui dites au revoir
Le professeur fait trouver ensemble les questions posées et les écrit au tableau
- Pourquoi est-ce que vous avez choisi ce métier ?
- Quelles difficultés avez-vous affrontées dans votre métier ?
- Avez-vous tournez combien de films ?
- Parmi les films que vous avez tournez, vous êtes content de quel film ?
- Vous aimez travailler avec quelle actrice ?
Travail en groupe
In traditional pedagogical methods, the role of the learner's engagement (EO) has often been undervalued, leading to infrequent learner-to-learner interactions However, in a communicative approach, it is essential for teachers to encourage constant collaboration among learners while minimizing unnecessary interventions This communicative approach should be complemented by group work, which enhances interactions among students in various ways At our language school, group work is highly valued and widely implemented Here, we present several organizational strategies for group work to enhance its effectiveness.
Groups do not form spontaneously, and it is not always effective to have students work with their neighbors, as this can lead to groups where all members are either strong or weak Teachers must be aware of their students' abilities and tasks to form appropriate groups Mixing stronger and weaker students can be beneficial, as it encourages peer interaction during preparation for dialogue Stronger students can assist weaker ones with language skills, while weaker students can contribute ideas, cultural insights, or creative elements It is crucial for the teacher to promote equality and cooperative spirit among group members Additionally, correcting mistakes within a small group setting makes weaker students feel less embarrassed, as they do not have to face the entire class While groups prepare, the teacher can circulate to provide assistance as needed.
Kober introduced three forms of group work, emphasizing task-oriented collaboration as the most common application When all groups face the same communication scenario during an educational objective, it can lead to monotony However, if each group has its own specific task to achieve while sharing the same communicative goal, the course becomes more engaging, allowing students to learn new insights from their peers' presentations.
The primary goal of foreign language education today is to enable learners to communicate effectively in the target language Consequently, oral expression is an essential skill in the teaching and learning of French, and the focus on developing this skill through a communicative approach is gaining significant attention from dedicated educators.
Through our research, we had a valuable opportunity to explore theories of French as a foreign language teaching, focusing on the concept of communication competence and the general aspects of oral expression, including its components, types of activities, and the significance of teaching oral skills within a communicative approach We also examined interactive language teaching methods Following our investigation into oral communication competence, we presented the teaching of French as a foreign language to professional license students at ESC and analyzed the textbook used for their instruction.
Through two surveys conducted among faculty and students, we identified the challenges faced by first-year professional license students regarding EO competency, with the most significant issue being a lack of socio-linguistic knowledge Based on the results obtained, we have formulated corresponding proposals.
In these proposals, we emphasize the importance of fostering strong motivation among students and maintaining it throughout their French learning journey This largely hinges on the teacher's motivation, as their commitment to course quality, the search for suitable practices, and ongoing encouragement significantly impact student learning The timing and manner of the teacher's interventions or evaluations can either inspire or discourage learners, potentially igniting a passion for French that is crucial for their success in the subject.
To address linguistic challenges, it is essential to engage in regular training exercises, pay attention to specific phonetic difficulties faced by Vietnamese speakers, frequently listen to recordings, and practice repetition of native pronunciation For extra-linguistic issues, encouraging students to express their feelings and attitudes naturally is crucial To tackle socio-cultural difficulties, students should accumulate socio-cultural knowledge throughout their learning journey, with teachers integrating this into each lesson To combat disorganized ideas and a lack of concepts, students must develop a habit of staying informed Teachers can assist by providing conversation frameworks or collaboratively creating topic outlines Among the proposed solutions, group work is highly valued.
In this thesis, not all the proposals we have made have been implemented to test their actual effectiveness However, we still hope that this work will be useful and contribute to enhancing the oral expression skills of our professional bachelor's students at ESC.
Due to constraints of time and knowledge, certain gaps in the research are unavoidable We look forward to your practical advice to further develop our study and ensure its effective application in the future.
1 DAO Thi Thu, (1997), Enseignement de l’expression orale selon l’approche communicative aux étudiants vietnamiens du premier cycle, Mémoire post- universitaire
2 NGUYEN Quang Thuan, (2002), Méthodologie de l’enseignement des compétences communicatives, Notes de cours, ESLE - UNH
3 NGUYEN Quang Thuan (2005), Cours de méthodologie de recherche, Nhà xuất bản Đại học Quốc gia Hà Nội, Hà Nội
4 TRAN Thi Thu Trang, (2006), L’analyse des difficultés dans l’enseignement/apprentissage de l’expression orale au lycée à option Le Hong Phong – Nam Dinh, Mémoire de master, ESLE - UNH
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5 CALBRIS G., (1989), Geste et communication, Hatier/Credif
6 CARÉ J-M., DEBYSER F (1978), Jeu, langage et créativité, Librairies Hachette et Larousse
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18 PUREN C., (1994), La didactique des langues étrangères à la croisée des méthodes Essai sur l'éclectisme, Didier, Paris
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20 TAGLIANTE C., (1994), La classe de langue, CLE international
21 WEISS F (1983), Jeux et activités communicatives dans la classe de langue, Hachette, Paris
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(2006), Alter Ego – Niveau 1 , Hachette, Paris
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PHIẾU ĐIỀU TRA Ý KIẾN SINH VIÊN
Về những khó khăn trong kĩ năng nói tiếng Pháp Đối tượng : Sinh viên Cử nhân thực hành năm thứ nhất - Trường Đại học Thương mại
Các em sinh viên thân mến!
Nhằm xác định những khó khăn và nguyên nhân ảnh hưởng đến kỹ năng diễn đạt nói tiếng Pháp của sinh viên năm thứ nhất Cử nhân thực hành tại Trường Đại học Thương mại, chúng tôi mong muốn nhận được sự hợp tác từ các em Xin vui lòng trả lời các câu hỏi dưới đây bằng cách đánh dấu () vào các ô phù hợp với ý kiến của mình hoặc điền thông tin theo yêu cầu.
Xin chân thành cảm ơn!
1 Em đã học tiếng Pháp (tính cả năm nay) là được mấy năm?
2 Ngoài học tiếng Pháp, em còn học thêm
tiếng Anh tiếng Trung tiếng khác: ………
3 Ngoài học ở trường, em còn học thêm tiếng Pháp
có ( ở Trung tâm NN không học
- Nếu có, vì muốn nâng cao trình độ tiếng Pháp
giờ học ở trường không đủ
- Nếu không, vì không cần thiết, lượng kiến thức học được ở trên lớp đã đủ
đã học tiếng Pháp từ trước nên tự tin vào trình độ của mình
5 Em có thích học tiếng Pháp?
6 Em có thích học kĩ năng nói tiếng Pháp?
rất thích thích không thích
- Nếu rất thích hoặc thích, đó là vì
em có thể diễn đạt điều em muốn nói bằng tiếng Pháp em thấy các tình huống giao tiếp rất hay
em thấy không khí lớp rất sôi nổi giáo viên khuyến khích em nói em được làm việc theo nhóm
- Nếu không thích, đó là vì
em không có đủ vốn từ để diễn đạt hoặc không biết nên dùng từ nào em không nắm vững các cấu trúc ngữ pháp
Nhiều học sinh gặp khó khăn trong việc phát âm chuẩn, điều này khiến họ lo lắng khi giao tiếp Họ thường không tìm ra ý tưởng để diễn đạt, dẫn đến việc thiếu tự tin trong các tình huống giao tiếp Ngoài ra, nỗi sợ mắc lỗi trước giáo viên và bạn bè cũng là một rào cản lớn Cuối cùng, các tình huống giao tiếp thường không hấp dẫn, làm giảm động lực học tập và tham gia của học sinh.
7 Em thấy kĩ năng diễn đạt nói tiếng Pháp
8 Theo em, thời gian dành cho kĩ năng nói ở trên lớp là
9 Trong giờ học NN trên lớp, em thường xuyên tận dụng cơ hội để giao tiếp bằng tiếng Pháp
thường xuyên thỉnh thoảng không, chỉ khi giáo viên yêu cầu
10 Em có nói tiếng Pháp với các bạn ngoài giờ học trên lớp không?
thường xuyên thỉnh thoảng hiếm khi không bao giờ
11 Em có cơ hội giao tiếp với người Pháp
thường xuyên thỉnh thoảng hiếm khi không bao giờ
12 Trong giờ tự học, em dành thời gian cho luyện kĩ năng nói
13 Trong số các chủ đề nói của năm thứ nhất, em thích nói những chủ đề nào? (Em hãy đánh dấu theo các mức độ thích khác nhau!)
Không thích Rất thích Khá thích Thích
Miêu tả một người, một đồ vật Miêu tả một nơi chốn, địa điểm Cuộc sống của nhân vật nổi tiếng Cuộc sống của giới trẻ
Cuộc sống thành thị và nông thôn Gia đình
Thể thao Điện ảnh Âm nhạc
Lễ hội Hoạt động thường ngày
Du lịch, các kì nghỉ
Kế hoạch tương lai Sức khoẻ
Quần áo, thời trang Việc học tập Việc làm Nơi ở Môi trường Ẩm thực, thói quen ăn uống Các sự kiện lớn
14 Trong giờ học NN, khi giáo viên và các bạn diễn đạt bằng tiếng Pháp, em hiểu
nhiều một chút hoàn toàn không hiểu 15.Khi diễn đạt bằng tiếng Pháp, em cảm thấy
tự tin khá tự tin không tự tin
16 Em có gặp nhiều khó khăn trong việc diễn đạt nói khi học tiếng Pháp?
nhiều khá nhiều một chút không chút nào
17 Trong số các khó khăn dưới đây, em thấy mình gặp phải khó khăn nào trong diễn đạt nói tiếng Pháp? (Em hãy đánh dấu theo các mức độ khó!)
Khá khó khăn Ít khó khăn
Không khó khăn Ngữ pháp
Để giao tiếp hiệu quả, cần chú trọng vào từ vựng, ngữ âm, và kiến thức văn hóa xã hội Bên cạnh đó, khả năng sử dụng các phương tiện ngoài ngôn ngữ như cử chỉ, nét mặt và thái độ cũng rất quan trọng Việc tìm kiếm và tổ chức ý tưởng khi nói là yếu tố then chốt, đồng thời cần vượt qua những rào cản tâm lý như căng thẳng và sợ mắc lỗi.
18 Trong số những khó khăn sau đây về ngữ pháp, em gặp phải những khó khăn nào? (đánh dấu theo mức độ khó)
Khá khó khăn Ít khó khăn
Không khó khăn Động từ (thời, cách chia, cấu trúc)
Mạo từ Hợp giống và số của danh từ, tính từ, phân từ quá khứ
19 Khi em diễn đạt nói tiếng Pháp,
em không gặp khó khăn trong việc tìm từ diễn đạt
em không có đủ từ để diễn đạt
em có đủ từ nhưng không biết dùng từ nào cho phù hợp tình huống giap tiếp
20 Trong số những khó khăn sau đây về ngữ âm, em gặp phải những khó khăn nào? (đánh dấu theo mức độ khó)
Khá khó khăn Ít khó khăn
Không khó khăn Phát âm
Nối âm, luyến âm Trọng âm
Cách ngắt nhịp trong các câu dài Các yếu tố khác: ………
21 Theo em, những khó khăn về mặt ngữ âm là do:
một số âm trong tiếng Pháp không tồn tại trong hệ thống ngữ âm tiếng Việt
một số âm trong tiếng Pháp có những nét gần giống với âm tiếng Việt
sinh viên đến từ một số vùng ở Việt Nam bị “nói ngọng” l/n, b/p
22 Theo em, các kiến thức văn hoá – xã hội được trình bày trong giáo trình
phong phú đủ không đủ
23 Giáo viên có thường xuyên lồng vào bài giảng các kiến thức văn hoá – xã hội không ?
có, thường xuyên có, thỉnh thoảng không bao giờ
24 Em có thường tìm hiểu các nét văn hoá – xã hội liên quan tới đất nước Pháp và con người Pháp không?
có, thường xuyên có, thỉnh thoảng không bao giờ
- Nếu có, em có thể chỉ rõ bằng phương tiện nào?
sách báo đài, tivi Internet khác
25 Khi nói, em sử dụng các cử chỉ, điệu bộ, nét mặt để diễn tả thái độ, tình cảm
thường xuyên thỉnh thoảng hiếm khi không bao giờ
26 Em có sợ nói tiếng Pháp không?
- Nếu có, đó là vì:
em cảm thấy ngại, xấu hổ khi nói trước đông người
em mất bình tĩnh khi nói tiếng Pháp
em không tìm được ý để diễn đạt hoặc không biết sắp xếp các ý theo trật tự nào
27 Khi mắc lỗi, em muốn giáo viên
chữa sau khi em đã trình bày xong
yêu cầu các sinh viên khác tìm và chữa lỗi cho em
28 Trong số các hoạt động nói sau, em thích hoạt động nào? (Em hãy đánh dấu theo mức độ thích!)
Rất thích Khá thích Thích Không thích Đóng kịch, sắm vai
Hội thoại ngắn Trò chơi ngôn ngữ Tranh luận, thảo luận Trình bày trước lớp