CADRE THÉORIQUE
Langue, culture, interculturel et didactique des langues
Experience shows that culture remains a crucial body of knowledge that should not be overlooked by either teachers or learners, from traditional to communicative approaches Language instruction cannot occur without addressing cultural issues, as language inherently conveys culture, and culture significantly influences language.
In the field of language didactics, it is acknowledged that language and culture are interconnected through a transductive relationship (Narcy-Combes, 2005), meaning they are inseparable Didactician Louis Porcher emphasizes that, from an epistemological standpoint, language and culture are indissociable (Porcher, 1986, p.43), asserting that "every language carries with it a culture of which it is both a producer and a product" (Porcher, 1995, p.53).
When considering language teaching, it is important to note that languages are not typically taught solely through linguistic content Engaging with foreign languages facilitates interaction with individuals from different societies or those who have established connections with them (Beacco, 2000, p.15).
A foreign language learner's essential need is to understand both the culture associated with the language and their own culture, ultimately achieving appropriate language use Language education aims to equip learners for diverse interactions and raise awareness of different social groups and cultures By fostering intercultural competencies, it prepares students for engaging in various interactions.
It is important to recognize that teaching culture, which complements language instruction, poses significant challenges for educators This situation prompts us to explore the definitions of culture and interculturality, as well as the role of cultural elements in the teaching and learning of foreign languages.
The concept of culture is intricate and challenging to define, as it encompasses fluctuating realities Furthermore, the notion of culture encompasses a multitude of meanings that span various fields and domains.
2003, p 9) Ajoutons également qu’il existe de nombreux travaux parfois contradictoires
Louis Porcher presents an alternative perspective on culture, suggesting that every society is interconnected with a larger cultural framework that defines it, resulting from numerous smaller, specialized cultures (Porcher, 1995, p.55) He argues that culture is the outcome of a historical process that evolves and simultaneously generates new elements Furthermore, culture plays a crucial role in shaping individual identities and defining their affiliations.
In her 1986 article "Intercultural Approach to the Teaching of Civilizations," Abdallah-Pretceille presents a distinct perspective on culture, describing it as a dynamic system of values formed by acquired elements She emphasizes that culture encompasses beliefs, assumptions, and rules that enable individuals to establish relationships with one another and the world, facilitating communication and the development of their creative capacities.
De ce point-là, le mot ô culture ằ renvoie à une dimension anthropologique
Culture serves as a means to address the challenges we encounter In anthropology, which typically provides the framework for discussing intercultural issues, culture is defined as the collection of distinctive traits that define the way of life of a particular people or society.
Le concept d’ ô interculturel ằ recouvre diverses rộalitộs La dộfinition suivante a été notée au Conseil de l’Europe à Strasbourg (1986):
The term "intercultural" inherently suggests interaction, exchange, the removal of barriers, reciprocity, and genuine solidarity, particularly when considering the full significance of the prefix "inter." Recognizing the value of "culture" entails acknowledging the values, lifestyles, and symbolic representations that both individuals and societies reference in their relationships with others and in their worldview.
Intercultural education has its roots in France, emerging during the migration waves of the 1970s when the academic challenges faced by the children of migrant workers prompted the development of intercultural pedagogy This approach emphasizes that differences should not be viewed as obstacles but rather as opportunities for mutual enrichment In the same period, Canadian multiculturalism celebrated cultural diversity, yet it lacked mechanisms for mutual recognition In 1986, Louis Porcher introduced the concept of interculturalism into the field of French as a foreign language (FLE).
Interculturalism offers a framework for analyzing cultural diversity through the lens of processes and dynamics, emphasizing variation and complexity It represents an approach that encourages inquiry into cultural interactions, facilitating a deeper understanding of social and educational issues in relation to cultural diversity Unlike multiculturalism, which primarily acknowledges the existence of multiple groups to maintain collective unity, interculturalism aims to foster educational goals and promote meaningful engagement with diverse cultures.
1.3 La culture et l’interculturel – À distinguer
Currently, there is a concerning trend that conflates interculturalism with the concept of culture This paragraph aims to clarify the distinctions between culture and interculturalism.
The concept of interculturality arises from the internationalization of trade and migration, particularly through the construction of Europe and immigration The exploration of different cultures and the challenges that come with such transformations have led to the emergence of prejudices, stereotypes, and even rejection towards individuals with distinct languages and customs.
Intercultural understanding is not simply transmitted; it is actively constructed through a conscious effort to comprehend the diverse behaviors of individuals (Demorgon, 2002, p 8) This process relies on exchanges, inquiries, and discussions among individuals or learners, drawing from lived experiences and reflective triggers, such as attitudes and values from different cultures By creating a space for reflection and dialogue, various reactions can emerge from encounters with the 'other' and the unconscious processes of socialization (Beacco, 2000, p ).
TIC et la didactique des langues étrangères
Currently, information and communication technologies (ICT) have impacted all sectors of the economy, including social and educational domains ICT actively contributes to creating a new dynamic for training within the information society The integration of ICT in education and training has become an irreversible trend, offering numerous resources to support both teachers and learners in their pedagogical activities Most educational materials can be digitized with the help of ICT, and the use of computing in education, particularly in language pedagogy, has been widely recognized and appreciated in many countries worldwide.
This section begins by reviewing key terminologies related to information and communication technologies (ICT) over time It then outlines the general characteristics of ICT, followed by a discussion on their contributions to language teaching methodologies.
2.1 Quelques terminologies utilisées au fil du temps
Nous évoquerons tout d’abord quelques aspects terminologiques, que Demaizière et Dubuisson (1992) ont largement traités, relatifs au développement des technologies éducatives
Terminology in education has evolved alongside technical, methodological, and scientific advancements In the 1970s and 1980s, Computer-Assisted Instruction (CAI) emerged, enabling human-machine interaction facilitated by technological development CAI introduced key concepts such as individualization, empowerment, authenticity, and diverse learning materials While the term "CAI" was later replaced by "Computer-Based Applications" (CBA) in some regions, it was not widely adopted in Quebec, where the focus shifted directly to CBA In the 1980s, the English term "new information technology" was translated into French, leading to the creation of New Information Technologies (NIT), which evolved into Information and Communication Technologies (ICT) in the 1990s Today, the prefix "new" has been dropped, and we now refer to them simply as ICT.
Communication) Rộcemment, on a vu la vague du ô e-learning ằ, c’est-à-dire, ô on enseigne/apprend avec les rộseaux ằ (Demaiziốre, 2004b)
Information and Communication Technologies (ICT) encompass a wide range of digital technologies, including computers, electronic networks, and multimedia This category covers various tools and platforms such as videoconferencing, satellite television, video, software, CDs, and the internet, all of which play a crucial role in modern communication and information dissemination.
The term, popularized in the 1980s, broadly refers to a universe that combines written, visual, and auditory technologies Multimedia integrates various resources, including verbal elements (text and audio) and non-verbal components (static or animated images, video), all containing diverse information organized through a computer system.
& Louveau, 2006, p 12) A Tricot (2007, pp 26-27) va plus loin dans la définition puisqu’il souligne que le multimédia réunit plusieurs caractéristique, il mobilise:
plusieurs codes (linguistiques / non linguistiques, iconiques, etc.);
plusieurs canaux ou sens (la vue, l’audition);
plusieurs documents de formats différents contenus en un seul (intégration d’un document sonore dans un document écrit);
plusieurs sources d’auteurs différents et qui contiennent, par exemple, des points de vues similaires, contradictoires ou opposés
The terms multimedia and ICT (Information and Communication Technologies) have various meanings depending on the authors and literature According to F Sanchez, ICT refers to the integration of all audiovisual, microcomputer, and telematics functions into a single digital format (Sanchez, 2002) This definition is linked to the work of the GAME (Groupe Audio-visuel et Multimédia de l’Édition) and T Lancien (Lancien, 1998, p 7), which focuses on multimedia For our purposes, we will use the broader term ICT, encompassing both multimedia and non-multimedia aspects.
Multimedia and Information and Communication Technologies (ICT) offer various formats that combine images, sounds, and text, accessible through computer systems (Lancien, 2004, p 8) These documents can be accessed offline, such as through CDs, or online via the Internet.
The Internet, or Interconnected Networks, refers to the global network that connects telecommunications resources, server computers, and client devices for the exchange of electronic messages, multimedia information, and files It operates using a common protocol that facilitates the transmission of messages in independent packets, primarily based on the Internet Protocol (IP) as defined by the Internet Society (ISOC) Access to the network is available to any user who obtains an address from an organization or company, and it is known by various names internationally, including International Network, Internet, and Net.
URL pour Unified Resource Location, ou Universal Resource Locator ou Uniform Resource Locator; il s’agit de l’adresse d’une information sur le web
WEB: World Wide Web, la Toile, le Net C’est la partie hypermédia d’Internet composée de millions de sites reliés entre eux par des liens hypertextes
Hypertexte: Les supports multimédias mentionnés précédemment (cédéroms et Internet) ont en commun le principe fondateur de l’hypertexte
The article discusses the concept of hypertext, which presents information in a non-linear reading format This is achieved through the use of hyperlinks that connect meaningful units, allowing users to access complementary data with a simple mouse click, regardless of their location on a CD-ROM or the Internet While the term "hypertext" is commonly used, it is often interchangeable with "hypermedia," which encompasses not only text but also images and sound The underlying mechanism of linking data remains consistent across both formats.
Hypertext and hypermedia are digital processes that connect words, paragraphs, images, and sounds to other similar elements, forming a hyperdocument that integrates both hypertext and hypermedia while maintaining a balance within these information sets By clicking on a word or image of interest, users are directed to the relevant section of the document, allowing them to create a personalized reading and discovery path based on their needs The entirety of the hyperdocument cannot be visualized at once; instead, it is the user's actions that make it interactive, as their choices play a crucial role in navigating the content, enabling multiple ways to engage with the hyperdocument.
The common principle of hypertext, shared by both CD-ROMs and the Internet, operates similarly across these mediums However, the key distinction lies in the nature of their environments: a CD-ROM is a closed system that stores data accessible by a computer, while the Internet is an open space comprised of interconnected networks Consequently, CD-ROMs are favored in two scenarios: first, when reliable databases are needed, as the authors and publishers are known, and second, when dealing with low-speed Internet connections, as CD-ROMs mitigate issues related to information downloading.
A search engine is a software application that enables users to access information from databases, whether on CD-ROM, DVD, or online, by using keywords A prominent example of an internet search engine is Google (http://www.google.fr/).
2.3 Apports des hautes technologies dans la didactique des langues
Researchers today refer to the use of ICT as the concept of digital resources, which encompasses what can be offered to each learner (Demaizière, 2004c) According to F Demaizière, this notion implies that the learner should be the initiator of the learning process or, at the very least, occupy a central position It is important to note the three types of resources discussed in his article on ICT and teaching/learning generalities.
A raw document, also known as an authentic document, refers to a resource not specifically designed for educational purposes, such as textual or video content found online or databases on public CD-ROMs These raw documents lack any instructions or guidance, allowing educators the freedom to develop their own facilitative teaching interventions.
Pedagogical raw documents are essential resources that come with an accompanying guide containing instructions, explanations, or activities Educators utilize these documents to develop educational tasks and create support booklets that provide clarifications on vocabulary and concepts.
TIC et autonomie dans l’apprentissage de langues étrangères
Learning a language extends beyond formal education; it requires self-directed study once classroom instruction ends Learners must become increasingly aware of their learning strategies to optimize their language acquisition time and develop the ability to study independently As Confucius wisely noted, "Give a man a fish, and you feed him for a day; teach a man to fish, and you feed him for a lifetime," highlighting that autonomy in learning is a timeless concept, not exclusive to European thought.
To better understand the concept of student autonomy, it is essential to examine the roles of both teachers and learners across different teaching approaches The transition from traditional methods to action-oriented approaches reveals a shift in the status of both educators and students This evolution highlights the advantages of modern teaching strategies over traditional methods, emphasizing the changing dynamics in the teaching and learning process.
In traditional teaching methods, the teacher holds the primary responsibility for student learning, selecting materials, tasks, and evaluation methods while managing the learning process The learner's role is to engage with and complete the activities assigned by the teacher, as noted by Holec (1991, p 1).
In the communicative approach and action-oriented perspective, the learner takes center stage in their own learning journey, with the teacher serving as a guide and facilitator This empowers learners to reflect, plan, analyze, compare, and evaluate their own work, fostering autonomy The communicative approach and action-oriented perspective are effective methods that promote learner independence In the following sections, we will emphasize the impacts of these approaches.
TIC à l’autonomie des étudiants en langues étrangères Avant tout, nous commenỗons par la dộfinition du terme “autonomie”
The concept of autonomy in language learning was introduced by the Council of Europe’s language project in 1971 This term encompasses a range of meanings, from self-directed learning in isolation to guided autonomous learning within a classroom setting It arises in a context where the learner is placed at the center of the educational process, and language acquisition is focused on communication in context.
L’autonomie peut ờtre dộfinie par Henri Holec (1979) comme ô une capacitộ à apprendre ằ dont le dộveloppement doit ờtre soutenu par le dispositif pộdagogique
Autonomy is the ability to take charge of one's own learning, a skill that must be developed rather than being innate Taking responsibility for one's learning involves making decisions about setting goals, defining content and progression, selecting appropriate methods and techniques, monitoring the learning process, and evaluating the outcomes of that learning.
Autonomy in learning serves as both an end goal and a means to achieve it It emphasizes the importance of individuals' ability to self-regulate and tailor their learning conditions according to personal standards and needs, aligning with their unique ways of being.
3.2 L’autonomie de l’apprenant de langues étrangères
When theorists discuss autonomy in foreign language teaching, particularly in the context of French as a Foreign Language (FLE), they refer to both teacher and learner autonomy This study will primarily focus on learner autonomy A foundational definition is provided by Little (2002), as translated by Germain, C and Netten, J (2004).
The autonomous learner understands the objectives of their learning program, explicitly accepts responsibility for their own learning, actively participates in setting their learning goals, takes the initiative to plan and implement learning activities, and regularly reviews and assesses the impact of their learning.
According to Holec (1991), learner autonomy requires active engagement in all aspects of learning, including its definition, management, evaluation, and implementation He emphasizes that to achieve this autonomy, learners must know how to learn effectively This necessitates a shift in educational paradigms, as highlighted in the discussion.
T Soubriộ (2008, p 7): ô La pộdagogie de l’autonomie rompt de faỗon catộgorique avec la conception traditionnelle de l’enseignement considéré comme transmission de savoirs ằ Selon Soubriộ (2008), il y a trois changements paradigmatiques:
The student evolves into a learner, emphasizing the active nature of learning rather than mere reproduction, as seen in behaviorist theories In this model, the learner becomes the central focus, highlighting the importance of engagement in the educational process.
• Le savoir est remplacé ici par le contenu Et parler de contenu, c’est parler d’un travail de construction auquel doit se livrer l’apprenant
The role of the teacher is gradually diminishing, being replaced by various resources, both material and human (Soubrié, 2008, pp 7-8) In the context of learning a foreign language, the significance of intercultural education is undeniable For instance, at FLE-UTN, students have the opportunity to explore subjects such as French literature, French civilization, and tourism French However, due to the limitations of classroom instruction, teachers can only provide foundational knowledge and guidance Consequently, the learner's success heavily relies on their ability to be autonomous in their studies.
The integration of ICT as a self-learning tool necessitates a shift from the teaching paradigm, where the instructor outlines a predetermined lesson plan, to the learning paradigm, where the learner takes charge of their education Many Vietnamese learners are accustomed to traditional classroom settings influenced by their secondary education, learning foreign languages through teacher-directed programs However, in self-directed learning, the learner assumes responsibility for their education by setting personal learning goals, planning their study, and selecting resources Consequently, both educators and learners must recognize the need to transition from the teaching model to an active learning approach to facilitate effective self-learning.
ICT facilitates individualized learning by respecting each learner's pace and learning style, as well as considering their prior knowledge and preferences (Demaizière, 1992, p 21) This technology allows learners to study at their own speed and on their preferred schedule Educational software can also accommodate learners' existing knowledge by offering various entry levels and avoiding unnecessary repetition of familiar material.
The classical theater's three unities—place, time, and action—are traditionally upheld by classical training However, information and communication technologies (ICT) disrupt these unities Learners are no longer required to gather in a single location; they can study from home or resource centers They also have the flexibility to work at their own pace, engaging with learning materials at different times This leads to a break in action, as students are not obliged to perform the same tasks simultaneously; they can explore various resources and follow individualized paths within the educational content.
CULTURE, INTERCULTUREL ET UTILISATION DE L’INTERNET DANS LES ÉTUDES DES ÉTUDIANTS DE FLE À FLE-UTN34 1 Utilisation des TIC, notamment de l’Internet dans le système éducatif au
Contexte général de l’enseignement du FLE à FLE-UTN
The "Ô Champion 1&2" method is the primary approach for teaching French as a Foreign Language (FLE) at FLE-UTN Created by Annie Monnerie-Goarin and Evelyne Siréjols, this method was published in 2001 and is designed for older adolescents and adults at the beginner level in French "Ô Champion 1&2" facilitates both the learning of French and preparation for the DELF exam The authors believe it enables learners to communicate in everyday situations and prepares them for the A1 level of the DELF (Teacher's Book, p.3) Additionally, students engage in other disciplines in French, such as French Civilization, French Literature, Lexicology, Phonetics, Translation, and Interpretation courses.
Cultural content and intercultural aspects are integral to French teaching methods and disciplines, as language and culture are inherently linked However, the cultural materials chosen in these methods primarily focus on language presentation and instruction, tailored to specific linguistic objectives Consequently, cultural knowledge is not systematically addressed or explored through a dedicated cultural approach Furthermore, certain cultural needs of students remain unmet within the framework of these methods.
2.2 Équipements À fin de répondre à l’objectif de participer à la réalisation du programme de réforme du Ministère de l’Éducation et de la Formation tend à moderniser et à élever le niveau d’enseignement, à partir de l’école primaire; en visant à réformer profondément des équipements et supports pédagogiques de l’enseignement des langues étrangères, notre école est dotée de moyens modernes Actuellement, FLE-UTN est équipée de cinq salles d’informatique comportant 30 ordinateurs connectés à l’Internet Tous les cours de langues étrangères sont équipés de vidéo-projecteurs
Additionally, a 100 m² library and a Learning Center, which serves as an international model of a library integrated with education and research, support students' self-learning through multimedia resources, books, and journals However, the availability of books and documents in French is limited Nevertheless, a well-equipped internet environment undeniably enhances foreign language learning opportunities.
3 Observations de terrain et analyse
In our introduction, we mentioned conducting a survey through questionnaires among French learners According to F Demaizière and C Dubuisson (1992, p 346), the data collected from a questionnaire can encompass facts, behaviors, attitudes, expectations, opinions, interests, and intentions Utilizing a questionnaire was essential for gathering this data, as direct observation was not feasible (Demaizière & Dubuisson, 1992, p 346).
3.1 Publics et déroulement de l’enquête
For this survey, we drew inspiration from the perspectives, opinions, and interests of students Questionnaires were developed and distributed to 45 FLE students at FLE-UTN, comprising two classes (one from the third year and the other from the fourth year) This audience was chosen due to their advanced proficiency level, as the surveyed students possess not only linguistic knowledge but also socio-cultural insights gained through the Champion 1 & 2 textbooks Additionally, they have attended courses in French civilization and literature.
The survey conducted among learners took place in September during the 2014-2015 academic year, a strategic time as students were nearing the completion of their end-of-semester exams At this stage, most students were proficient in French, allowing them to comfortably respond to the questions To ensure accurate understanding and relevant information, the questions were written in Vietnamese, mitigating any potential language barriers that could hinder comprehension Additionally, we were available to assist respondents in case they had difficulty understanding the questions.
3.2.1 Méthodes de collecte des données
Rappelons que la construction d’un questionnaire et son interprétation nécessitent des savoirs et savoir-faire accrus (Demaizière & Dubuisson, 1992, p
We acknowledge that the questionnaire and its analysis represent only a portion of the reality, as the questions were crafted based on our research inquiries and expectations Consequently, it is likely that we inadvertently influenced the respondents' reflections (Demaizière & Dubuisson, 1992, p 347).
To ensure the validity of the collected and analyzed data, we conducted group interviews beforehand, which allowed us to gather a wide range of proposals The research questions that guided the development of this questionnaire were as follows:
- Quel est l’état des lieux de l’apprentissage de l’interculturel des étudiants de FLE à FLE-UTN?
- Quelle est la situation d’utilisation de l’Internet dans leur apprentissage de FLE?
- Quels sont les apports de l’Internet qu’ils peuvent exploiter pour leur apprentissage de l’interculturel?
To assess the current state of intercultural learning and the use of the Internet in the education of French as a Foreign Language (FLE) students, we conducted a survey titled "Survey on the Application of the Internet in Intercultural Learning for FLE Learners" among students at FLE-UTN (see Appendix I).
The questionnaire consists of closed questions, specifically multiple-choice questions (MCQs), aimed at evaluating our research questions (Singly, 2004, p 68) Additionally, it includes two open-ended questions (OEQs) at the end, allowing students to respond in a list format.
Les questions, treize au total, abordent les thèmes suivants:
- Questions 1, 2: Pour dộterminer le niveau de franỗais des ộtudiants et la durée qu’ils consacrent à cette langue
- Questions 3, 4, 5: Pour déterminer l’importance de la culture et l’interculturel par rapport aux étudiants
- Questions 6, 7: Pour dộterminer les ộlộments influenỗant l’acquisition des connaissances interculturelles des étudiants et leurs difficultés dans leur apprentissage de l’interculturel
- Questions 8, 9, 10, 11, 12: Pour connaợtre la situation d’utilisation de l’Internet dans l’apprentissage du franỗais, notamment de l’interculturel et pour prévoir les difficultés que les étudiants peuvent rencontrer en utilisant l’Internet
- Questions 13: Pour déterminer les souhaits des étudiants envers l’application de l’Internet dans le but d’apprentissage de l’interculturel
Each question offers a lengthy series of choices, allowing respondents to select more than one option (de Singly, 2004, p 73) Providing multiple responses increases the likelihood of receiving more personal answers (de Singly, 2004, p 74) According to F de Singly (2004, p 74), when multiple choices are presented, respondents typically do not feel pressured to find the "correct" answer, which enhances the probability of generating more varied and authentic responses.
Il y a des questions qui possốdent un choix "autre" afin de laisser une place ô aux rộponses libres ‘imprộvues’ ằ (de Singly, 2004, p 69)
The analysis of the questionnaire was conducted in two phases: first, by ranking the number of responses to the choices in descending order, followed by a linear analysis combined with thematic analysis This structured approach to the analysis was chosen for specific reasons.
la quantité importante de choix pour chaque question;
la possibilité pour chaque individu de répondre à une ou plusieurs choix.
Analyse et interprétation des résultats
4.1 État des lieux de l’apprentissage de l’interculturel des étudiants de FLE à FLE-UTN
Il s’agit de 45 étudiants de FLE à FLE-UTN Leur parcours de l’apprentissage du franỗais est le mờme, comme le montre ce tableau ci-dessous:
Durộe de l’apprentissage du franỗais Nombre d’étudiants
Tableau 1: La durộe de l’apprentissage du franỗais
A significant majority of surveyed students (91%) begin learning French at university, while only 9% start in high school Consequently, most students enter university with a beginner level of French However, after more than three years of training, they develop a foundational understanding of the foreign culture and acquire some sociocultural knowledge, as language learners do not approach foreign language acquisition without any cultural context.
A question regarding the time students dedicate to learning French has been raised While this factor alone does not allow us to determine the effectiveness of their learning, our focus is on the availability of these learners in relation to the language This understanding will help us develop suitable activities to enhance their engagement with French.
Most students dedicate around one hour daily to learning French, balancing various interests and considering this time sufficient for a foreign language Nearly a quarter of students invest 2 to 3 hours, which we believe is an adequate duration for reviewing class lessons, practicing exercises, and researching reference materials Notably, two learners allocate over 3 hours to the language, raising questions about whether they enjoy spending time with French or face challenges in their studies.
Regarding question 3, learners expressed their views on the significance of intercultural knowledge in developing intercultural competencies, with nearly half considering it to be very important The graph below illustrates this perspective.
Graphique 2: Importance des connaissances interculturelles
Ce taux très élevé explique une part des résultats de la question 4 qui suit:
Auto-apprentissage de l’interculturel Nombre d’étudiants
Si oui, c’est pourquoi? (à choix multiple)
Tableau 2: Self-Learning in Intercultural Competence Regarding students' attitudes towards self-education in intercultural knowledge outside the classroom, all students reported conducting research to enhance their understanding While they acknowledge that they often work at the teacher's request, 65% of students expressed personal interest in the subject This significant percentage raises questions about the extent to which the teacher's presence influences their choices Nonetheless, this finding reflects a positive awareness among French as a Foreign Language (FLE) learners, at least within this particular group.
La question 5 qui suit sert à déterminer les domaines de la culture qui intéressent les apprenants le plus
According to the survey results, three-quarters of students expressed a strong interest in the sociocultural domain, highlighting the importance of integrating knowledge about countries, their inhabitants, and daily life into foreign language education This includes understanding cultural nuances such as labels, customs, taboos, and body language relevant to the language being learned Additionally, all students indicated a fascination with aspects of everyday life, emphasizing the need for a comprehensive approach to language teaching that encompasses cultural context.
In addressing question 6 posed to students regarding the elements that provide cultural knowledge, we aimed to explore the various opportunities for students to engage with French culture To enhance clarity, we included an annotation for the scale used in the survey.
Tableau 3: Possibilitộs de contacts avec la culture franỗaise
In Table 3, we have reclassified the elements based on the decreasing percentage in the column indicating the appreciation scale of 4 (Much) The percentages highlighted in bold represent the highest rates The results indicate that classroom courses, the Internet, and television news are essential sources that provide students with cultural knowledge relevant to their personal situations Other resources, such as books, newspapers, and magazines, remain at an average level Furthermore, many students have little to no interaction with foreigners, and the same applies to familial and friendship connections.
En posant la question 7 pour savoir quelles sont les difficultés que les étudiants rencontrent dans l’acquisition des compétences interculturelles, nous avons reỗu ces rộsultats: Échelle d’appréciation Éléments
Livres, journaux, magazines 2% 33% 49% 16% Être en relation avec des étrangers 82% 18% 4% 0%
Tableau 4: Difficultés dans l’acquisition des connaissances interculturelles
Il est à noter que l’échelle d’appréciation reste toujours: 1-Pas du tout, 2-Un peu, 3-Assez, 4-Beaucoup et que nous avons repris la même méthode pour faciliter l’analyse des résultats
Many students have indicated that their difficulties in acquiring intercultural knowledge stem primarily from a lack of exposure to the target culture and insufficient access to relevant resources This observation aligns with the learning conditions discussed in sections 2.1 and 2.2 of this chapter A notable deficiency in cultural content within teaching methods is evident This leads to the hypothesis that the teaching of cultural elements is uninspiring and tedious, often relying on lengthy, complex texts devoid of illustrations and concrete examples Additionally, the vastness of cultural topics, coupled with the absence of Vietnamese cultural references and limited classroom discussions due to predominantly lecture-based formats, contributes to students' disengagement.
Manque de contacts avec la culture cible 0% 0% 18% 82%
Manque de sources de documents 7% 15% 27% 51%
Insuffisance de contenus culturels dans les méthodes 0% 29% 42% 29%
Insuffisance de connaissances en culture cible des enseignants 45% 42% 13% 0%
4.2 Situation d’utilisation de l’Internet dans l’apprentissage
Les questions suivantes ont pour but de clarifier la situation d’utilisation de l’Internet dans l’apprentissage du franỗais, notamment de l’interculturel des étudiants de FLE à FLE-UTN
Tout d’abord, la question 8 est établiée pour déterminer la capacité d’accéder à l’Internet de ces étudiants Le tableau ci-dessous le montre:
Utilisation de l’Internet Nombre d’étudiants
Si oui, quelle est la fréquence?
According to the survey results presented in Tableau 5 regarding Internet usage, all respondents confirmed their use of the Internet, with half indicating they use it constantly Only one participant admitted to using the Internet rarely.
La question qui suit sert à déterminer l’apport des TIC le plus apprécié:
According to Graph 4, the majority of surveyed students favor the use of the Internet as a learning tool A significant 67% express a strong preference for television programs, while approximately half of the students enjoy educational tapes and videos However, only 38% are attracted to learning software Students were given the opportunity to select multiple responses regarding their preferences.
Objectifs de l’apprentissage du franỗais Nombre d’étudiants
Chercher des documents relatifs aux leỗons en classe 40 89
Lire des documents sur la culture et la civilisation franỗaise 34 76
Discuter avec des amis sur les études 15 33
Faire des exercices de vocabulaire et de grammaire 15 33
Almost all students utilize websites to seek supplementary documents for their classroom lessons This leads us to hypothesize that students recognize that classroom instruction alone is insufficient for mastering the French language, and that the Internet serves as an immense and accessible source of knowledge Additionally, they show interest in online articles related to culture and civilization However, the data indicates that few students are inclined to engage in exercises or discuss their studies with peers online.
Question 11 aims to identify students' research objectives on the Internet regarding their learning of cultural knowledge and their satisfaction with research outcomes The inquiry posed is: "What are your research objectives on the Internet to gain intercultural knowledge? Are you satisfied with the research results?"
Objectifs de recherche Nombre d’étudiants
Le taux de succès de la recherche (%)
(le clavardage, les forums de discussion)
Autre 0 Échelle d’appréciation: 1-Jamais, 2-Rarement, 3-Souvent, 4-Toujours
Tableau 7: Objectifs de recherche sur l’Internet
The survey results indicate that all students utilize the Internet to search for reading materials; however, 36% admit they rarely find relevant documents online In the second class, 78% of respondents look for images and illustrations, and most of them succeed in their searches Many students seek cultural content through online clips, but they face challenges in finding what they need Additionally, few students show interest in television programs and online exchanges The difficulties experienced by students may stem from a lack of knowledge about useful websites or challenges in navigating search engines effectively.
Pour la question 12, nous avons demandé aux étudiants de citer les sites web qu’ils connaissent :
Moyens Sites web Fréquence de répétition
Students are well-versed in using search engines to aid their research on cultural elements; however, they lack sufficient knowledge about specialized websites dedicated to French culture.