Problématique et motivation personnelle
In today's rapidly evolving society, the training of human resources has become increasingly crucial due to rising social demands Many graduates struggle to find suitable employment and meet the expectations of companies, particularly foreign ones, leading to challenges such as unemployment, workload, and stress Additionally, even French students often lack the necessary skills to effectively convey knowledge in a clear and engaging manner Although there is an abundance of teachers, there is a significant shortage of skilled workers, as education tends to focus more on theoretical knowledge than practical application Therefore, while theoretical knowledge is essential, developing practical skills is vital for preparing individuals to meet contemporary societal requirements This is why the emphasis on skill development is promoted, yet educational institutions often prioritize disciplinary skills over transversal skills These transversal skills are critical for assessing learners' capabilities and aiding their development, making the teaching of skills a fundamental aspect of language education, including French.
Questions de recherche
The teaching of transversal skills is not a new phenomenon in the educational landscape; however, it has become a significant concern for educators in our context as we implement educational reforms In this Master's thesis, we aim to address the following questions:
ô Est-ce que l’application des compộtences transversales est efficace pour l’enseignement-apprentissage du franỗais des enseignants et des ộtudiants du Dộpartement de Langue et de Culture franỗaises ?ằ
ôQuelles sont leurs compộtences transversales nộcessaires? ằ
ô Quels sont les obstacles des professeurs et des ộtudiants dans l’application des compétences transversales? Comment et que faire pour y remộdier? ằ
Hypothèses de recherche
L’objectif principal de cette étude est de savoir si l’application des compộtences transversales dans l’enseignement du franỗais aux ộtudiants du
The Department of French Language and Culture aims to effectively encourage students to enhance their French language skills while helping them discover and develop their potential Additionally, it seeks to provide essential transferable skills that are tailored to meet the demands of their future careers.
Nous voudrions formuler trois hypothèses suivantes :
The application of transversal skills in teaching French to FLE students is effective in motivating them, enhancing their communicative competence, and developing their potential skills and human qualities These include teamwork experience, presentation abilities, a sense of responsibility, and creativity.
Teaching essential transversal skills such as public speaking, presenting, group collaboration, scientific research, project management, problem-solving, and information analysis enhances students' abilities and competencies This approach equips them to adapt effectively to their future careers.
The implementation of these transversal skills in French courses presents challenges for both the teaching-learning process and the assessment of teachers and students.
Méthodologie de recherche
In our research, we will employ a descriptive method utilizing various techniques such as documentary research, systematic observation, surveys, and result analysis Our aim is to understand the needs, progress, and challenges students face in acquiring transversal skills and to identify effective strategies for mastering these competencies Additionally, we will incorporate action research methods, utilizing specific techniques and operations tailored to our study.
1 Diagnostic de la situation – problème
3 Mise à l’épreuve du plan d’action
La recherche-action a été retenue comme méthodologie de recherche principale pour cette ộtude en didactique du franỗais
Le diagnostic de la situation-problème permet de comprendre la situation et de détecter la problématique
Developing an action plan facilitates the implementation of a competency-based approach in the training of French students, utilizing a sample class from the Department of French Language and Culture at the University of Languages and International Studies - Vietnam National University, Hanoi.
The evaluation of the outcomes from this action research assesses the effectiveness of transversal skills within the French language training curriculum for students, highlighting the development of competencies and the resulting changes in their reality.
Plan du mémoire
Our work is divided into three chapters The first chapter, titled "Theory of Transversal Competencies," outlines the theoretical framework of the research We aim to present theoretical foundations, various conceptions of these competencies, and importantly, to address the key aspects of these competencies.
Le deuxième chapitre consacré à l’application des compétences transversales dans l’enseignement du franỗais aux ộtudiants au Dộpartement de
The study of French language and culture reveals the effects of practicing these skills on the teaching and learning of French among both teachers and students, as well as the challenges they face during this process.
Le troisième chapitre portera sur les propositions pour rentabiliser l’application des compộtences transversales dans l’enseignement-apprentissage du franỗais au
Dộpartement de Langue et de Culture franỗaises et sur les ộvaluations de ces compétences.
THÉORIE DES COMPÉTENCES TRANSVERSALES
Définition des compétences et des compétences transversales
1.1 Origine multiple du concept des compétences
The term "competence" is increasingly prevalent in various contexts, including disciplinary, social, cognitive, and transversal skills The focus on developing competencies has become a vital strategy in education According to Guy le Boterf in his works "De la compétence" and "Compétences et navigation professionnelle," competence is defined as the mobilization or activation of multiple forms of knowledge within a specific situation and context.
De plus, il distingue plusieurs types de savoirs :
Savoirs théoriques (savoir comprendre, savoir interpréter) Savoirs procéduraux (savoir comment procéder)
Experiential know-how encompasses the ability to effectively navigate situations and conduct oneself appropriately Social skills involve understanding how to behave and interact with others in various contexts Cognitive skills focus on processing information, reasoning, articulating actions, and the capacity to learn effectively.
According to Dr Philippe Perrenoud, a sociologist and anthropologist, there are two main types of competencies: disciplinary competencies and transversal competencies Disciplinary competencies are specific to a particular field and focus on acquiring and systematizing knowledge and skills relevant to that discipline, as well as applying them in real-life situations This includes recognizing relationships, understanding arguments, formulating hypotheses, conducting independent research for solutions, and evaluating theories In contrast, transversal competencies are developed and applied across various disciplines, forming a foundation for achieving basic qualifications and fostering student growth alongside disciplinary competencies Acquiring transversal competencies requires open-ended and complex tasks, as well as a suitable pedagogical approach from teachers These competencies involve the flexible use of diverse learning and working strategies, enabling students to complete tasks and solve problems effectively The long-term goal is to cultivate autonomous, targeted, creative, and responsible learning.
le reflet des méthodes d’apprentissage et des objectifs d’apprentissage propres ;
le développement de la compétence de lecture (développement de la capacité de lecture, des techniques et des stratégies de lecture) ;
les capacités d’analyse, de jugement et d’évaluation, y compris l’acquisition et l’application de méthodes scientifiques sélectionnées ;
le développement de capacités de communication ;
l’utilisation de média pour traiter, exploiter et présenter des données, des faits, des images et des vidéos ;
l’utilisation d’outils de recherche pour la recherche, le traitement et la présentation d’informations issues de différents types de médias ;
l’utilisation de différents types de bibliothèques et médiathèques, en particulier les médiathèques
Moreover, transversal skills are closely linked to other essential competencies Social skills encompass the abilities and attitudes that facilitate the transition from individual behavior to a more community-oriented approach Students align their personal development goals with those of others, which includes collaboration and effective communication.
le respect de règles convenues dans ses rapports avec autrui ;
les stratégies pour résoudre des situations de conflits et développer la capacité à les gérer efficacement ;
la prise de responsabilité pour soi-même et pour autrui ;
la reconnaissance et l’application de principes d’un comportement basé sur la solidarité ;
Mastering the social behavior rules that society consensually imposes, such as politeness, restraint, and discretion, is essential Personal skills focus on students' ability to recognize opportunities, requirements, and limitations encountered in various life situations.
le développement de la confiance en soi et de l’estime de soi ;
la découverte et l’épanouissement de l’identité personnelle ;
l’expression de ses propres centres d’intérêts et de ses droits ;
le développement de l’empathie, de l’estime positive, de l’acceptation et de la tolérance de soi et des autres ;
l’identification de ses forces et de ses faiblesses visant la perception critique de soi ;
le développement d’une capacité de jugement critique
Competence is a complex concept that goes beyond simply possessing knowledge; it refers to the ability to apply knowledge in conjunction with other resources, such as personal experiences This means that competence is a unique combination of various resources that each individual possesses It encompasses different types, including personal, social, transversal, and disciplinary skills, and is essential in a knowledge-based society Competence is the result of a learning process and does not occur by chance, highlighting the importance of training and education in mastering the skills necessary for life and learning.
In summary, competence encompasses not only the knowledge gained through training but also the necessary skills and appropriate attitudes A competent individual can effectively mobilize their knowledge and combine it with other abilities to address specific problems in real-life situations Therefore, teaching competencies is crucial across all fields, particularly in education.
1.2 Fondements théoriques des compétences transversales
Previously regarded as cognitive skills, current transversal skills serve as a catalyst for the development of disciplinary competencies by highlighting their similarities These skills encompass both the fundamental aspects of human thought and personal and social abilities, integrating with disciplinary knowledge to enhance critical thinking on significant societal issues For students, they underscore the importance of reflecting on their learning processes.
The concept of transversal skills is complex and varies among opinions According to French philosophers Michel Serres and Michel Authier, transversal skills involve the combination of knowledge, know-how, experiences, and behaviors applied in specific contexts This definition highlights that developing transversal skills requires the simultaneous mobilization and integration of various knowledge and competencies in real situations Consequently, the more one refines their transversal skills, the easier it becomes to master diverse knowledge areas.
In internship contracts for psychosociology at the Université du Québec à Montréal (UQAM), competencies are viewed as the integration of acquired knowledge, mastered skills, and developed attitudes These competencies are also referred to as transferable skills.
De plus, d’après une source suivante : http://australie.uco.fr/~cbourles/OPTION/Competences/Comptran.htm
Les 10 habiletés transférables (les compétences transversales) les plus appliquées sont les suivantes : habiletés analytiques, talents variés, aptitude interpersonnelle, aptitude à la communication orale et écrite, organisation, gestion de temps, qualités de chef, dynamique, esprit d’équipe, initiative, …
In his 1992 work "Le Latin et les compétences transversales," Rogier emphasized that transversal competencies serve as the foundation for developing well-rounded, adaptable, and responsible adults who can thrive in society These competencies are essential not only for intellectual growth but also for personal development and social integration It is important to recognize that a transversal competency is a "constructed model," highlighting how the frameworks we use shape our perception of reality.
The Central Council of Catholic Fundamental Education emphasizes that transversal competencies facilitate the acquisition of disciplinary skills This concept suggests a general ability that may explain why some students succeed while others struggle with similar tasks For instance, a student who can summarize a text in both French and history might be labeled as having a generic summarization skill However, this perspective is merely a reconstruction and an interpretative hypothesis of actual student performances An alternative model posits that specific skills are developed through the exploration of disciplinary knowledge, viewing the same student as possessing distinct summarization competencies in French and history Another critique challenges the emphasis on general abilities, arguing that the reasons for success or failure in various tasks lie in localized skills specific to the covered disciplines, or in the disciplinary knowledge itself, suggesting that a student may effectively synthesize information in history due to a strong foundational knowledge in both French and history.
Philippe Perrenoud, a sociologist and lecturer at the University of Geneva, defines transversal competencies as skills that can be transferred from one domain to another These competencies, acquired through specific courses, are intended to be applicable in various situations Transversal competencies encompass both declarative knowledge (what is known) and procedural knowledge (how to do things), without establishing a hierarchy between them For instance, summarizing involves foundational knowledge about the subject matter, types of texts, and typographical cues, as well as information processing strategies like identifying keywords and distinguishing examples from rules This approach emphasizes the importance of teaching students how to learn effectively Additionally, the definition indicates that transversal competencies are relevant to a range of situations, with their degree of transferability determined by the breadth of these contexts Consequently, some competencies will be more transferable than others, highlighting the need to identify elements that are more or less generalizable.
In his book "Learning to Learn and Regulation of Cross-Disciplinary Skills at the Primary Level" (October 1995), M CRAHAY defines cross-disciplinary skills as those developed through the discovery of disciplinary competencies However, the concept of cross-disciplinary skills is more ambiguous, making it more challenging to identify their development in students.
Objectifs de l’enseignement-apprentissage des compétences transversales
Transversal skills are often referred to as essential life skills, playing a crucial role in cognitive development and academic success Research indicates that these skills are among the top factors contributing to student achievement In both higher education and professional settings, mastery of transversal skills distinguishes experts from novices As common objectives across curricula, these skills are vital for students, enabling them to adapt to various situations and engage in lifelong learning The development of transversal skills begins in preschool and continues through primary and secondary education, extending beyond formal schooling Therefore, these skills must be integrated into all levels of education.
Universities must ensure that students develop strong generic skills grounded in a well-structured body of diverse knowledge across professional training, adult education, and college programs These skills are increasingly deemed essential in the workplace, which shows a growing interest in abilities such as cooperation, communication, and problem-solving.
A well-structured learning sequence, effective classroom management, a diverse methodological repertoire, genuine student motivation, a positive learning environment, and an efficient timetable are essential conditions for fostering autonomous and responsible learning Successful courses require appropriate student involvement in decision-making processes, such as planning and collective method choices, as well as encouraging autonomous contributions from students in organization These elements are crucial for optimizing learning and supporting the personal development of children and adolescents.
Teaching through transversal competencies emphasizes creating a learning environment that enables students to develop their skills rather than just transmitting knowledge This approach encourages students to take more initiative and responsibility for their learning, influencing the planning and implementation of the course However, skills such as organizing and conducting autonomous learning do not come naturally; they require professional guidance and support from teachers.
Learning is an individual and constructive process that requires universities to implement a range of organizational measures and pedagogical decisions to provide optimal learning opportunities for students while meeting disciplinary, institutional, and social demands It is essential to consider the similarities and differences in students' needs by employing differentiated pedagogy This includes selecting relevant themes and content, choosing appropriate learning methods and teaching materials, offering tasks of varying difficulty levels, and determining the nature and significance of corresponding exercises, as well as the level of abstraction in working documents.
Competency-based education strikes a balance between support and challenge By focusing on each student's individual learning level and setting gradual goals that prioritize their progress, this approach encourages students without leading them to resignation.
Un enseignement par compétences transversales se distingue notamment par les critères de qualité suivants:
A more autonomous and responsible approach to learning, along with the effort put into achieving success, plays a crucial role in education While there are times when traditional teaching methods may be employed for efficiency and better resource management, autonomous learning—whether in groups or individually—should take precedence over other forms of education.
Le travail actif de l’apprenant est mis en avant Ce n’est que par l’action que les étudiants peuvent réaliser des progrès d’apprentissage dans le développement individuel de leurs compétences
Organizing a competency-based course involves active teaching and problem-solving tasks When planning and selecting these tasks, it is essential to consider various levels of requirements, such as recalling fundamental knowledge and processes, transferring knowledge and skills to new contexts independently, and critically addressing questions and problem-solving scenarios that include justified interpretations or evaluations.
The course organization takes into account the individual experiences and personal interests of students, allowing them to participate in the planning and structuring of their learning process This approach fosters student motivation and promotes accountability in their personal learning journey and skill development.
Learning processes inherently involve mistakes, errors, and individual detours, which serve as indicators of challenges related to content and methods Rather than viewing these mistakes negatively, they can be harnessed constructively, particularly within differentiated pedagogy, as they significantly enhance the learning process and present opportunities for student progress Effectively addressing errors requires educators to diagnose issues accurately and offer creative solutions to motivate students.
Integrated and non-accumulative learning enhances the relevance of educational content by connecting it to students' existing knowledge and skills This approach is central to the course, enabling students to gradually develop deeper competencies and understanding of the subject matter Furthermore, integrated and non-accumulative learning is supported by a strong focus on both vertical and horizontal continuity in the course objectives.
In a skills development course, it is essential to integrate systematic cognitive learning with active learning that relates to students' experiences This approach requires teachers to employ a variety of methods Systematic cognitive learning primarily ensures a foundational understanding that can be enhanced, allowing for the construction of scientifically-based knowledge and skills Meanwhile, active learning that resonates with students' real-life situations primarily strengthens the application and development of competencies in everyday contexts.
A competency-based course requires tailored organizational conditions Rigid scheduling, a teacher-centered approach, and a mere question-and-answer format are no longer sufficient to meet modern educational demands Instead, educational authorities and universities can implement specific organizational solutions that facilitate more effective learning and enhance students' chances of success.
Through a competency-based education approach, students learn to critically utilize various media, especially the Internet, to effectively organize their own learning and work processes.
The teaching of transversal skills significantly contributes to the personal development of students, enabling them to apply their knowledge in various, complex, and unpredictable situations both inside and outside the university Emphasizing transversal skills addresses the crucial need for knowledge transfer, facilitating their overall learning, particularly in foreign languages such as French, and better preparing them for their future careers.
Rôle et avantages des compétences transversales dans l’enseignement-
Transversal skills are essential across all disciplines, enabling students to effectively apply and utilize their knowledge The development of these skills enhances their learning integration, allowing them to adapt and transpose their knowledge to various situations while recognizing the relevance of tasks and strategies Each subject requires students to master fundamental transversal skills, such as public speaking, problem-solving, and teamwork These competencies are crucial not only for academic success but also for future career and life opportunities.
Teachers must carefully select relevant transversal skills to teach their students based on the characteristics, objectives, and demands of each discipline In the context of foreign language education, particularly in teaching French, instructors increasingly emphasize the practice of these transversal skills This approach yields more favorable outcomes, creating a lively classroom atmosphere where students can enhance their knowledge and develop abilities through diverse activities such as presentations, group work, and information analysis As a result, students find French classes less monotonous, making them more engaging and interesting, which significantly boosts their motivation.
Additionally, students can become more autonomous and active rather than passive listeners dominated by teachers' speeches Therefore, French teachers should diversify activities to effectively incorporate transversal skills in each lesson Specifically, they create more opportunities for students to practice public speaking, collaborate in groups, and develop other abilities, which can enhance students' self-confidence in presenting and persuading others.
Additionally, transferable skills enhance the ability to analyze, reason, and think clearly By applying these soft skills, learners can effectively mobilize and combine various knowledge and competencies simultaneously These attributes are essential for making progress in their French language learning.
One significant advantage of applying transversal skills in French language teaching is that they enhance students' ability to solve language-related problems in specific contexts Mastery of linguistic knowledge alone is insufficient for learning foreign languages like French; learners must also know how to ingeniously apply this knowledge to accurately understand the meaning of expressions in various situations Effective communication and interaction skills are essential for language learners, highlighting the importance of these transversal competencies in the educational process.
In summary, the undeniable advantages and significant role of transversal skills in the teaching and learning of foreign languages, including French, are evident Each transversal skill aims to enhance different abilities in students, such as exercising critical judgment, communicating appropriately, and collaborating effectively, which primarily facilitate learning and academic success Additionally, skills like problem-solving, creative thinking, information utilization, and developing effective work methods particularly strengthen students' training capacity Therefore, all transversal skills contribute to the holistic development of students' personalities in various ways Our current focus is to identify suitable methods for selecting relevant transversal skills and applying them effectively for students in the French education program, the target audience of our research.
Compétences transversales nécessaires à l’apprentissage d’une langue étrangère
In today's interconnected world, acquiring a foreign language has become an essential skill for entering the workforce As we navigate a complex and multidimensional environment, individuals must integrate diverse knowledge to adapt, grow, and effectively interact with their surroundings To facilitate foreign language learning and seamlessly combine linguistic knowledge with other subjects, a strategic approach is crucial.
The university is responsible for ensuring that students develop generic skills known as transversal competencies, which are deeply rooted in a well-organized body of knowledge This concept aligns with the practices of many educators and stakeholders who aim to engage the cognitive, social, and emotional abilities of their students to facilitate better integration of knowledge Similar to disciplinary skills, transversal competencies represent a form of knowledge-in-action based on the effective mobilization and utilization of a range of resources.
Transversal skills encompass various aspects of know-how, including intellectual, methodological, personal, social, and communicative dimensions The primary goal of learning a foreign language is to understand and convey information between speakers Therefore, students must be able to comprehend effectively and express themselves clearly, efficiently, and engagingly in the languages they are learning Additionally, mastering any language requires practical skills, as not all rules are fixed Proficiency in language knowledge alone is insufficient for learning foreign languages like French; learners must also adapt ingeniously to specific contexts Furthermore, the process of acquiring a foreign language necessitates immersion in study and engaging activities that enhance motivation.
To address these needs, it is essential to create favorable conditions for the development of transversal skills We begin with the competence to communicate appropriately, which enables students to recognize the importance of language, understand the specificity of its structures, and be mindful of using it correctly Teachers desire more opportunities for their students to engage in class activities, as this can boost their self-confidence in presenting themselves and persuading others.
To enhance problem-solving skills, it is essential for students to analyze situations, explore various solutions, and utilize diverse resources, particularly in reading comprehension courses This approach enables them to grasp the overall meaning of texts, even when encountering unfamiliar vocabulary Effective learning methods are crucial for progress in foreign language acquisition, thus emphasizing the need for students to develop efficient work strategies These strategies allow them to plan tasks, manage time, consider constraints, gather necessary materials, and apply appropriate methods Additionally, fostering critical judgment enhances their analytical and evaluative abilities, particularly in oral and written expression courses The integration of Information and Communication Technologies (ICT) also plays a significant role in facilitating language learning, as students can leverage online resources, electronic dictionaries, and modern devices for studying grammar and vocabulary Teaching students to effectively exploit information involves not only locating and assessing data but also organizing and synthesizing it for practical use Educators should guide students in synthesizing information after each lesson or activity Furthermore, cooperation is a vital skill that encourages teamwork and adherence to group rules, with teachers facilitating this through group assignments This collaboration helps students identify their strengths and weaknesses Lastly, fostering creative thinking enables students to approach situations innovatively, embrace risks, and use resources in original ways.
While all transversal skills are essential for learning foreign languages, we focus on the most effective ones that facilitate student learning, as they are complementary and often interlinked For instance, utilizing information enhances critical thinking, problem-solving is improved through effective work methods, and collaboration relies on appropriate communication skills This article aims to provide an overview of key effective skills in foreign language learning, which will serve as a foundation for exploring transversal skills in teaching French to students in the FLE class in the final chapter.
This chapter explores the multifaceted origins of the concept of competencies, focusing on the theoretical foundations of transversal competencies through various expert definitions By analyzing these definitions, we have identified essential elements and characteristics of transversal competencies The central idea is that these cognitive and methodological approaches are common across different disciplines, enabling individuals to acquire and apply diverse knowledge and skills while adapting to a wide range of situations.
We emphasized the objectives of teaching and learning transversal skills and their benefits in the overall educational process, particularly in the context of language instruction, with a specific focus on teaching French.
Based on the objectives, characteristics, and needs of foreign language teaching, particularly French, as well as the requirements of students, we focus on essential transversal skills while outlining effective methods for mastering them.
In the following chapter, we will examine the teaching and learning of transversal skills among students in French classes, as well as the application of these skills in their French language learning This will be explored through the experimentation of these competencies and interviews conducted with professors and students from the Department of French Language and Culture at the University of Languages and International Studies, Vietnam National University, Hanoi.
APPLICATION DES COMPÉTENCES TRANSVERSALES
Présentation générale de l’enseignement-apprentissage des compétences
The University of Languages and International Studies launched a transversal skills training program from 2009 to 2013 to meet societal demands for human resource development This program is available online at http://elearning.ulis.vnu.edu.vn/ and requires each student to have an account and password Students can select five out of twenty different competencies based on their goals and abilities For each competency, they gain theoretical knowledge and can test their understanding through practical exercises, including multiple-choice questions that aid memorization Students must complete a minimum of 20 hours of online courses and are eligible to take a final exam to earn a certificate.
The final test is conducted online, lasting 50 minutes and consisting of 50 multiple-choice questions across five skills Students will practice each skill and can immediately check their answers, allowing them to retake the questions multiple times if time permits to find the best responses A minimum score of 5 points is required for each skill, and the certification will provide detailed scores for each competency.
Enfin, 2 mois plus tard, ils recevront le certificat s’ils passent le test final
Currently, the program has undergone significant changes, focusing on specific transversal skills and directly presenting theoretical knowledge to students through interactive sessions in the Vũ Đình Liên amphitheater During these exchanges, foundational knowledge of transversal skills is shared, and students are encouraged to ask questions for clear and concrete answers However, the approach of delivering knowledge in a dry manner fails to engage students effectively Previously, students learned these skills independently and then participated in a final test to receive certification Now, knowledge is provided directly, followed by a final test after a few months, which raises concerns about the effectiveness of this method.
According to an interviewed professor, Western countries place significant emphasis on teaching essential skills in education However, while these skills have been applied, their implementation is infrequent and often ineffective At the University of Languages and International Studies, students primarily receive basic theoretical knowledge without sufficient opportunities to practice these skills This issue is prevalent elsewhere as well, with many students either unaware of these competencies or forced to pay for additional courses at other centers due to inadequate offerings at their schools The professor actively integrates these skills into French language teaching, encouraging students to practice them as they are crucial for adapting knowledge to various situations and gaining real-life experiences rather than relying solely on bookish knowledge.
According to a teacher, while the acquisition of essential skills is part of the mandatory credits for students' degrees in many schools, the actual focus on teaching these skills is often lacking In their institution, there is minimal attention given to skill development, with only a few theoretical presentations and extracurricular activities organized Emphasizing the integration of these competencies into the training curriculum is crucial for effective education.
The teaching of essential skills appears to be increasingly simplified, yet there is still a lack of emphasis on their importance for students' success after graduation In addition to linguistic knowledge and professional abilities, students also require soft skills to remain adaptable in various contexts.
In the following section, we will explore the application of skills among students in selected experimental classes through an analysis of the experimentation process and guided interviews with teachers This aims to highlight the impact of these skills on the teaching and learning of French in these classes.
Méthodologie de recherche: la recherche – action
In recent years, numerous conferences and seminars have been held focusing on the theme of action research Notable events include the June 2005 symposium organized by the Language Center of Lyon 2 University and Acedle (Association of Researchers and Teachers in Foreign Language Didactics), which addressed research in language teaching Additionally, an international conference took place in November 2009 at the University of Canton in China, and a training session led by Marielle Rispail in July 2009 in Vientiane for Asia-Pacific teacher-researchers Several Francophone researchers, including Tran Thanh Ai, have sought to clarify the concept of action research.
In this research, we aim to clarify our understanding of action research methodology, acknowledging the ongoing debates within the scientific community surrounding this approach, as highlighted by various scholars from 2003 to 2010.
2.2.1 La conception de la recherche-action
Définition de la recherche-action
Many researchers have attempted to concretely define the term "action research." Verpieren (2002: 106) describes true action research as pursuing two simultaneous objectives: the production of knowledge and the transformation of reality through action This dual focus aims to minimize randomness and ensures that each researcher-practitioner develops a genuine ability to anticipate the future.
Verpieren's definition addresses the challenge of socially validating action research, highlighting potential issues when validation relies solely on user satisfaction metrics During the June 2010 doctoral seminar in language didactics at the Laboratoire Parole et Langage in Aix-en-Provence, Daniel Veronique cautioned against depending solely on individuals' perceptions and satisfaction to assess an initiative, particularly when students evaluate their teacher's innovation I fully agree with Demaizière & Narcy-Combes (2007:8), who suggest that in second language didactics, research can be considered socially validated "in the field" if it demonstrates learner progression and satisfaction within the framework of a second language acquisition theory.
Caractéristiques de la recherche-action
Action research is an interventionist process aimed at changing reality within an uncontrolled environment It can be initiated by subjects, such as teachers, seeking evaluation research, stem from institutional projects, or originate from the researcher's own ideas for change.
(2007) a souligné la difficulté du chercheur à assumer la double posture dans une recherche-action: implication et observation
Selon Van der Maren (2003), Montagne-Marcaire (2007), Nguyen Van Dung
(2010), une recherche-action comprend cinq étapes:
1 Diagnostic de la situation-problème
3 Mise à l’epreuve du plan d’action
Selon Cohen et Manion (1980), les quatre premières étapes sont indispensables dans toute recherche-action, alors que l’ajout de la cinquième étape est souhaitable en fonction des démarches particulières
2.2.2 Les étapes de recherche-action
Diagnostic de la situation-problème
The first part of Chapter 2 focused on diagnosing the problem situation, utilizing three data sources: structured interviews with professors from the Department of French Language and Culture, an analysis of the curriculum for transversal skills at the University of Languages and International Studies, and student responses to survey questions, alongside my four years of experience in learning French and transversal skills at the university In summary, the problem situation can be articulated as follows: the practices of transversal skills among French students are problematic, and the application of these skills by both teachers and students remains insufficient for the French language teaching and learning process.
Élaboration d’un plan d’action
The initial hypothesis suggests that the application of transversal skills can positively impact the French language learning of students in the Department of French Language and Culture Over a three-week period, an experiment was designed to enhance soft skills and improve students' French proficiency The concepts for this initiative were derived from the "language practice" courses offered by the Department of French Language and Culture.
Mise à l’épreuve du plan d’action
L’application des compétences transversales ont été mise à l’essai de mars en
In 2015, I taught two French as a Foreign Language (FLE) classes in the Department of French Language and Culture My role as the instructor was to empower students to apply their skills in a practical setting The details of this experimental approach will be outlined in the following section of this chapter.
Évaluation des résultats
The results of this action research are assessed through two key aspects: learner progression and satisfaction, which can be interpreted as knowledge production and real-world changes Progression will be evaluated by analyzing assignments such as research projects, presentations, and group work, alongside self-assessment questionnaires Student satisfaction will also be gauged through self-assessment questionnaires.
Rétroaction-transfert
The assessment and implementation of transversal skills will enhance the effectiveness of this practice, enabling its more frequent application in French classes within the Department of French Language and Culture, as recommended by the department's leadership.
2.3 Analyse de l’application des compétences transversales
(dans la formation des ộtudiants de franỗais.)
Les classes 13F1 et 12 SP: deux parcours de franỗais diffộrents
The 13F1 class consists of 20 students, with 6 holding DELF B2 and C1 diplomas, exempting them from French practice courses Among the 14 remaining students, there are 13 girls and 1 boy, most of whom have completed 3 to 7 years of study, along with 3 students aged 12, while only 1 student is learning French after university admission Meanwhile, the 12 SP class has 19 students, predominantly with 3 to 12 years of prior study, and only 4 are learning French post-admission to university.
To better understand the students, an identity form was distributed to both classes to gather information about their academic background and motivation Additionally, the final section of the self-assessment questionnaire focused on collecting data regarding the participants' characteristics The following tables summarize the similarities and differences between the two experimental classes.
Resemblances entre les deux classes:
Tableau 1: Resemblances entre les deux classes
1 Appréciation de l’application des compétences transversales dans l’apprentissage du francais
Tous les étudiants de ces deux classes souhaitent mettre en pratique ces compétences dans leur apprentissage
2 Intérêts des parents pour les études de l’étudiants
Les parents s’intéressent bien à leurs études
3 Parents non francophones Aucun étudiant n’a de parent francophone
4 Méthodes d’enseignement des enseignants au lycée
Leurs enseignants au lycée les encourageaient quelquesfois à faire des exposés et à travailler en groupe
5 Milieux de vie La majorité des étudiants viennent de grandes villes
Tableau 2: Différences entre deux classes
1.Motivation avant l’éxperimentation pour l’apprentissage du franỗais
La majorité des étudiants se sont déclarés très motivés, 5 moyennement motivés et seulement 1 faiblement motivé
La majorité des étudiants se sont déclarés très motivés, 3 moyennement motivés
2.Nombre d’années d’apprentissage du franỗais
Ils ont fait en moyenne plus de trois ans et sept ans de franỗais
Ils ont fait en moyenne plus de trois ans et douze ans de franỗais
3.La raison du choix de l’apprentissage du franỗais
La plupart des étudiants apprécient bien le franỗais, ils veulent utiliser le franỗais dans leur travail ultérieur
Certains étudiants dộclarent que le franỗais est le premier choix de leurs parents, alors, ils l’apprennent depuis l’enfance Ils
4 personnes ont échoué au concours d’entrée à la classe à option d’anglais (le franỗais consitue le deuxième choix)
2.3.2 Expérimentation, recueil et traitement des données
Following the literature review presented earlier, this section will detail the fieldwork conducted It will describe the application of transversal skills over three weeks in two French as a Foreign Language (FLE) classes within the Department of French Language and Culture, along with the analysis corpus of this study Unlike experimental research, action research requires significant preparation and a prolonged implementation period The data collected is more complex, necessitating specific treatment for each type of data.
Tout d’abord, les caractéristiques des étudiants de chaque classe seront comparés Ensuite, l’élaboration de l’expérimentation sera explicitée Enfin, les différences étapes de l’expérimentation et son calendrier détaillé seront rappportés
To address the initial research questions, four types of data were collected: a corpus of student research projects, recordings of presentations and group work, a self-assessment questionnaire, and structured interviews with professors The following section outlines the conditions under which these data types were collected and analyzed.
The annexes include the class study materials, student research project copies, the self-assessment questionnaire, as well as the questions and responses from teachers interviewed during the discussion.
A Expérimentation de l’application des compétences transversales
This section outlines how transversal skills have been developed and tested within the context of teaching French in two classes at the Department of French Language and Culture at the National University of Hanoi.
This article will first explain the formation of the French language and the transversal skills of students in experimental classes, based on self-assessment questionnaires and identity sheets Secondly, it will describe the specific practices of transversal skills within these classes.
Enfin, le déroulement de l’expérimentation sera explicité de manière détaillée
Deux classes d’expérimentation: 13F1 de la deuxième année et 12SP de la troisième année
The implementation of transversal skills was tested over three weeks as a teaching-learning method aimed at enhancing soft skills in two French classes at the National University of Hanoi's Department of French Language and Culture The 13F1 class consists of 20 students, including 6 who hold DELF B2 and C1 diplomas and are exempt from French practice courses Among the remaining 14 students (13 girls and 1 boy), most have completed 3 to 7 years of French studies, with 3 students aged 12 and one student starting French after university admission The 12 SP class includes 19 students, the majority of whom have studied French for 3 to 12 years, while only 4 students began learning French after entering university.
Le choix des étudiants de la deuxième année et de la troisième année
Choosing this audience allows us to compare the similarities and differences in the application of transversal skills based on their abilities, motivations, and language proficiency levels.
Teaching language skills is valuable and engaging; however, the application of transversal skills is often limited Over a three-week period, practical implementation of these skills was conducted to assist students in diversifying their methods of learning French and enhancing their potential abilities.
Le calendrier détaillé du déroulement de l’expérimentation
Every week, I conduct a 100-minute class session with each of my two groups Specifically, I work with the second-year class 13F1 every Tuesday and the third-year class 12SP every Wednesday.
Séance 1: Appliquer la compétence de faire un exposé en classe (Avec 13F1 de la deuxième année)
- Savoir préparer et présenter un exposé devant la classe
- Connaitre les techniques, les stratégies pour bien faire un exposé
- Fiche d’identité à remplir par les étudiants
- Consignes à donner aux étudiants par l’enseignant pour les préparer à faire un exposé sur le thème: les loisirs préférés des jeunes
- Exposé sur le thème: les loisirs préférés des jeunes par les étudiants
- Fiche d’aide: savoir préparer et faire un exposé (cf.annexe 2.2)
- Glossaire sur le thème: les catastrophes naturelles (cf.annexe 2.3)
Séance 2: Appliquer la compétence de travailler en groupe pour discuter et faire en exposé en commun sur le sujet: les raisons de partir à l’étranger (Avec 13F1 de la deuxième année)
The professor divides the class into small groups of 3 to 4 students, encouraging teamwork to generate ideas on the assigned problem and prepare a joint presentation It is up to the students to allocate the tasks among themselves.
- S’entraợner à prộparer et prộsenter un exposộ devant la classe (apprise à la séance 1)
- Connaitre les techniques, les stratégies pour bien travailler en groupe dans un cours de pratique de langue
- Une video à regarder, à analyser par les étudiants
- Les techniques nécessaires à fournir par l’enseignant pour faciliter le travail en groupe des étudiants
- Les consignes à donner aux étudiants par l’enseignant pour les préparer à faire un exposé en commun sur le sujet: les raisons de partir à l’étranger
- L’exposé à présenter par chaque groupe sur le sujet proposé
- Fiche d’aide: savoir travailler en groupe (cf.annexe 2.5)
Séance 3: Appliquer la compétence de faire une petite recherche ou d’élaborer un projet sur un sujet spontané (Avec 13F1 de la deuxième année)
- Exercer les capacités de “travailler en groupe” et de “faire un exposé” acquises lors des cours antérieurs
- Savoir élaborer un plan sur un sujet/ un projet spontané dans un cours de pratique de langue
- Connaitre les techniques, les stratégies pour faire une petite recherche scientifique
- Une video à regarder, à analyser par les étudiants
- Les techniques nécessaires proposé par l’enseignant pour faciliter le fait de la recherche des étudiants
- Les consignes pour demander aux étudiants de travailler en groupe, de choisir un sujet, puis préparer à faire un exposé en commun
- L’exposé à présenter par chaque groupe
- Fiche d’aide: savoir faire de la recherche scientifique (cf.annexe 2.7)
Séance 4: Le contenu identique à la séance 1 (Avec 12SP de la troisème année)
Séance 5: Le contenu identique à la séance 2 (Avec 12SP de la troisème année) et l’écoute des exposés sur l’enseignement de l’expression orale faits par les étudiants de la classe 12SP
Séance 6: Le contenu identique à la séance 3 (Avec 12SP de la troisème année)
B Recueil et traitement des données
This study aims to assess both the progress of students in applying transversal skills and their satisfaction with this practice To address the initial research questions, four types of data were collected: the corpus of student research projects, recordings of presentations and group work, a self-assessment questionnaire, and structured interviews with professors This section outlines the collection of these four data sources and the methods applied for their analysis.
Initially, the article outlines the methods used to develop the tools for data collection and the procedures for gathering this data It then presents the analysis criteria for each data set The self-assessment aspect highlights the differences between the two experimental classes regarding students' perceptions of their transversal skills practice over three weeks of experimentation Research projects and interviews focus specifically on how these skills are applied in both classes The research corpus consists of work from three or four randomly selected groups in each class, while interviews were conducted with professors from the Department of French Language and Culture The self-assessment questionnaire was identical for both classes.
Le corpus d’analyse comprend les types de données suivants:
- Le corpus des projets de recherche de 7 groupes d’étudiants des deux classes
- Les enregistrements des exposés et de travail en groupe des deux classes
- Un questionnaire d’auto-évaluation des étudiants des deux classes sur la pratique des compétences transversales pendant 3 semaines
- Six entretiens directifs auprès des professeurs
Chacun de ces types de données contribue à apporter des reponses aux questions de recherche posées:
Tableau 3: Les types des données Types de données Objectifs
1 Les projets de la recherche
-Collecter les impacts de la pratique des compétences transversales sur l’apprentissage du franỗais
2 Les enregistrements des exposés et de travail en groupe
-Collecter les impacts la pratique des compétences transversales sur l’apprentissage du franỗais
-Comprendre la perception des étudiants de la pratique des compétences transversales dans l’apprentissage du franỗais
4 Les entretiens directifs -Comprendre la perception tion des professeurs de la pratique des compétences transversales
-Connaợtre les maniốres d’ộvaluer et les propositions relatives à la mise en oeuvre des compétences transversales dans l’apprentissage du franỗais
Le corpus des projets de recherche