(LUẬN án TIẾN sĩ) enseignement du français commercial dans des écoles supérieures d’économie au vietnam représentations et propositions d’amélioration

CADRE THÉORIQUE

Our thesis aims to identify the perceptions of students and teachers regarding commercial French taught in higher education institutions in Vietnam This section will first explore the theory of social representation, which serves as a critical theoretical foundation for our study Secondly, we will clarify the methodological principles of teaching French for specific purposes to establish a theoretical reference for the instruction of commercial French.

TIEU LUAN MOI download : skknchat@gmail.com

THÉORIE DE LA REPRÉSENTATION SOCIALE

Clarification du concept

1.1.1 Historique du concept et définition du dictionnaire

The concept of social representation originated with French sociologist David Emile Durkheim (1858-1917), who explored individual and collective representations through the study of religions and myths in the late 19th century Durkheim distinguished between these representations by examining the relationships between them (Durkheim, 1898).

The relationship between the individual and the collective has sparked significant debate in the scientific community, particularly with the introduction of the concept of social representation by Moscovici in his 1961 thesis "Psychoanalysis, Its Image and Its Public: A Study of the Social Representation of Psychoanalysis." Following Moscovici's work, numerous researchers across various disciplines, including psychosociologists like Chombart de Lauwe, Farr, Jodelet, and Herzlich, as well as anthropologists such as Laplantine, sociologists like Bourdieu, and historians including Ariès and Duby, have explored the theme of social representations.

The French school of social representations, led by Denise Jodelet, examines representations by considering their various dimensions within human and social life, assigning them the role of a central coordinating and linking mechanism.

Codol (1982), et Doise (1986) qui s’inspire directement des travaux de Moscovici

(1961) et de Bourdieu (1977) reconnaissent que les représentations sociales reflètent nos interactions avec les autres et nos communications sociales

Abric (1994) explores the concept of social representation in a more functional manner He is a key figure in this field, introducing the theory of its organizational structure, which consists of a central core and peripheral elements This theory has been widely utilized in research on social representations for many years.

Etymologically, the term "representation" originates from the Latin "repraesentare," meaning to render present According to the Larousse dictionary, in philosophy, representation refers to the knowledge provided to the mind by the senses or memory, while in psychology, it pertains to perception and mental imagery related to an object, situation, or scene in the subject's world Representation involves making something perceptible through figures, symbols, or signs Key concepts related to representation include subject and object, image, figure, symbol, sign, perception, and action.

- Le sujet peut être un individu ou un groupe social

- L’objet peut être aussi bien une personne, une chose, un événement matériel, psychique ou social, un phénomène naturel, une idée, une théorie, etc ; il peut être

“aussi bien réel qu’imaginaire ou mythique, mais il est toujours requis.” (Jodelet,

- Le mot perception suggère le fait de se saisir d’un objet par les sens (visuel, auditif, tactile…) ou par l’esprit (opération mentale)

- Le terme action renvoie à l’appropriation de l’objet perỗu par le sujet

- Image, figure, symbole, signe: ce sont des reprộsentations de l’objet perỗu et interprộtộ

According to Descamps (electronic version), a social representation can be identified through cognitive elements such as images, figurative content, ideas, thoughts, abstract concepts, opinions, beliefs, stereotypes, and ideologies It also encompasses affective elements, including emotions, feelings, passions, and reactions, as well as conative or voluntary elements, which involve evaluative content, attitudes, tendencies to react, behavioral orientations, values, and social norms.

1.1.2 Clarifications du concept de quelques auteurs

In the scientific community, various definitions of social representation have been proposed based on different authors' perspectives This article will explore the concept through the insights provided by several key researchers in the field.

The concept of social representation originates from the work of sociologist David Emile Durkheim, who explored individual and collective representations in his studies of religion and myths Durkheim posited that the earliest systems of representation humans created about the world and themselves were rooted in religion He described religious representations as collective expressions of shared realities, while rituals serve as actions that arise within assembled groups, aimed at evoking, maintaining, or recreating specific mental states Durkheim differentiated between collective representations, which reflect the state of the community and are influenced by its structure and institutions, and individual representations, which are shaped solely by an individual's psychological nature This distinction highlights the fundamental divide between the individual and the social, illustrating that collective representations cannot be derived from individual ones.

9 dộduire la sociộtộ de l'individu, le tout de la partie, le complexe du simple ằ (Durkheim, 1912)

In France, Serge Moscovici established a significant field of research focused on social representations, transforming Durkheim's collective representations into social representations and bridging sociology with social psychology This shift addresses the conflict between individual actions and societal influences, emphasizing that individuals are shaped by society while also collectively shaping it alongside others Moscovici highlights the ongoing interactions and dynamic nature of the individual-society relationship in his various works (Moscovici, 1961, 1984).

In his work, Moscovici (2012, 2013) emphasizes that social representations play a crucial role in establishing a consensual reality, integrating novelty through their socio-cognitive function, and guiding communication and behavior He defines social representation as a system of values, notions, and practices related to social objects and dimensions, which not only stabilizes the living environment for individuals and groups but also serves as a tool for orienting perceptions and developing responses (Moscovici, cited by Fischer, 1996) This definition highlights both the content (values, notions, practices) and functions (stabilization, orientation, response development) of social representations Furthermore, Moscovici (1963) asserts that the creation of a social object by a community aims to facilitate action and communication, urging that the primary focus should be on studying the social object as represented by a specific group He also introduced three dimensions of social representation: a structural dimension (organized set), an attitudinal dimension (judgments about the object), and a third dimension yet to be specified.

10 un niveau d’information détenu par l’individu au sein de son groupe d’appartenance sur un objet déterminé

Social representations, as defined by Jodelet (1989), are a form of knowledge that encompasses an organized set of cognitions, including opinions, beliefs, and attitudes These representations are socially constructed through communication, experience, and adherence to norms, and they are shared among social groups, serving practical purposes by influencing the world and facilitating interactions Distinct from scientific knowledge, they are often referred to as common sense or naive knowledge The study of social representations is as legitimate as scientific inquiry due to its significance in social life and its insights into cognitive processes and social interactions These representations emerge from various individual and social factors, such as experiences, practices, behavioral models, and normative and affective implications Thus, examining social representations can provide valuable insights into the mental life of individuals and groups, functioning as both a product and a process that brings external reality into human consciousness (Jodelet, 1994).

Le concept de représentation sociale désigne une forme de connaissance spécifique

Common knowledge represents a form of social thinking that encompasses practical modes of thought aimed at communication, understanding, and mastery of the social, material, and ideal environments These social representations exhibit distinct characteristics in the organization of content, mental operations, and logic The social nature of these contents or representation processes is closely linked to the conditions and contexts in which they emerge, as well as the communications through which they are disseminated.

11 aux fonctions qu'elles servent dans l'interaction avec le monde et les autres ằ (Jodelet, 1984)

Jean-Claude Abric (1996, as cited by Roussiau and Bonardi, 2001) defines social representation as an organized and hierarchical system of judgments, attitudes, and information that a social group develops regarding an object This definition situates social representations within the three foundational pillars proposed by Moscovici.

In 1961, Abric was among the first to explore the structure of social representations According to Abric (1984, 1994), a social representation consists of stable, non-negotiable organizing elements that form the core of the representation, surrounded by peripheral elements that are unstable and negotiable Changes in social representations occur only when the central core is altered.

Abric and Jodelet converge on a significant aspect of social representation, emphasizing that it is neither pure reality nor pure fiction According to Abric (1994), representation is not merely a reflection of reality; it is a meaningful organization influenced by situational factors (such as nature, constraints, and immediate context) and broader elements (including social and ideological contexts, an individual's social position, and historical background) Consequently, every representation carries social markings and is rooted in a social structure, making it neither entirely objective nor entirely subjective There is no inherent objective reality; rather, each representation is shaped by the individual's or group's appropriation, restructured within their cognitive system, and integrated into their surrounding value system This appropriated and reorganized reality forms the individual's understanding of reality itself Jodelet (1984) supports this view by asserting that representation is a complex construct.

12 sociale n’est ô ni le doule du rộel, ni le double de l’irộel, ni la partie subjective de l’objet, ni la partie objective du sujet ằ

Caractéristiques et fonctions des représentations sociales

Les caractéristiques de la représentation sociale ont été dégagées à travers les analyses du concept par les auteurs cités ci-dessus

Social representation is a form of common knowledge that reflects the spontaneous understanding of a subject in relation to everyday life This distinguishes it from scientific knowledge, highlighting its basis in lived experiences and societal perceptions.

The study of social representations is as valid as scientific knowledge due to its significance in social life and its contribution to understanding cognitive processes and social interactions.

Social representation is a social construct of reality, resulting from a process that involves both individual and collective mechanisms (Jodelet, 2003) It emerges from the interaction between human psychology and cultural or social factors (Chombart de Lauwe and Feuerhahn).

In the context of social construction, the individual's understanding of an object involves the activation of cognitive and psychological processes This representation engages the individual in their subjectivity and personal experiences Jodelet emphasizes that social representation possesses an autonomous and creative character, allowing it to serve as a form of personal expression The individual, shaped by their thoughts and knowledge, synthesizes these elements to create representations that reflect their own reality.

Social and collective dimensions complement cognitive and psychological aspects in the formation of social representations According to Jodelet, social representation originates from knowledge that is developed and shared within a society, transmitted through tradition, education, and oral communication The categories that structure and express social representation are derived from a common cultural background Consequently, values, social norms, historical context, experiences, knowledge, and models all play a crucial role in shaping social representation.

Social representation is not only a constructed reality but also characterized by its figurative and imagery form The act of representation involves the subject creating an image of the object, attributing concrete traits through imagination While this imagery may reflect certain aspects of the object, it is not an exact replica of reality The figurative nature of social representation is inseparable from its symbolic and meaningful character, reflecting how the subject interprets the world and the significance they assign to it.

14 qu'un objet a pour lui La reprộsentation fait donc ô correspondre à toute figure un sens et à tout sens une figureằ (Jodelet, 2003)

Social representation serves as a means for individuals to position themselves within the social landscape The stance one takes towards an object also helps them relate to others According to Jodelet, social representation signifies an individual's belonging to a particular group.

In summary, social representations are characterized by several key features, including common knowledge, the social construction of reality, autonomy, creativity, and symbolic significance Notably, social representations enable individuals to position themselves within the social space.

Roussiau and Bonardi (2001) identify three essential functions of social representations: communication, reconstruction of reality, and mastery of the environment As a socially constructed form of thought, these representations facilitate communication among community members by providing a code for their interactions and a system for uniquely naming and categorizing elements of their world, both individual and collective (Moscovici, 1961).

De faỗon concrốte, on pourrait ộnumộrer les fonctions diffộrentes des représentations sociales comme suit :

Firstly, they have cognitive functions that enable individuals to incorporate new information into their existing frameworks of thought This new knowledge or ideas are particularly disseminated by specific social categories, including journalists, politicians, doctors, and educators.

Representations play a crucial role in interpreting and constructing reality, serving as a lens through which we understand the world and life itself The values and context in which these representations are formed significantly influence our perception of reality Additionally, there is always an element of individual creativity involved in this process.

15 collective dans les représentations C’est pourquoi, elles ne sont pas figées Elle évoluent, même parfois très lentement

Representations serve as guiding functions for behaviors and actions, carrying meaning and fostering social connections They facilitate communication, help individuals navigate their environment, and influence their actions By shaping attitudes, opinions, and behaviors, representations enable individuals to filter social reality according to their beliefs, effectively reconstructing their perception of reality This prescriptive aspect defines what is considered permissible, acceptable, or unacceptable within a specific social context (Abric, 1997).

Social representations play a crucial role in shaping individual identities by situating individuals within their social context and helping them develop a social identity that aligns with specific norms and values As Jodelet (1991) states, "sharing an idea or a language also affirms a social bond and an identity."

Finally, other functions displayed in social representations include the justification of practices, which appear closely related to the previous functions The representations that an individual forms about others serve to justify their positions and behaviors According to Abric (1997), this concept is essential for understanding the dynamics of social interactions.

“nouveau rôle des représentations: celui du maintien ou du renforcement de la position sociale du groupe concerné.”

In summary, representations play a crucial role in human life as they enable us to perceive the world, reshape our worldview, and assert our social identity.

Fonctionnement des représentations sociales

Pour bien comprendre comment s’élaborent les représentations, il est important d’ộtudier leur organisation et leur structure, c’est-à-dire la faỗon dont elles se forment

Abric was one of the pioneering researchers to analyze the organization and structure of social representation Subsequent contributions by Flament (1987), Guimelli and Rouquette (1992), and Moliner (1989; 1995) have further enriched Abric's core theory, enhancing its theoretical, methodological, and empirical foundations As a result, it has evolved into one of the most comprehensive and coherent models of social representations (Valence and Roussiau, 2005).

According to this theory, a social representation is an organized and structured set of information, beliefs, opinions, and attitudes that form a specific sociocognitive system comprising two interacting subsystems: a central system and a peripheral system (Abric, 2003) The central core consists of stable and organizing elements that characterize the social object, such as the fact that a psychologist works on people's mental functioning Without these core elements, the social object loses its identity; for instance, a practitioner not focused on mental functioning cannot be considered a psychologist These central elements are thus stable, organizing, and non-negotiable, often comprising prejudices, stereotypes, or opinions Surrounding these core elements are peripheral elements that are part of the social representation but are not essential for defining it For example, prescribing medication is a peripheral aspect of the psychologist's social representation, but its removal does not fundamentally alter the concept of "psychologist." These peripheral elements are negotiable, do not organize the representation, and are therefore relatively unstable (Desbrosses, 2008, digital version).

Each system has a specific role but they complement each other The central core, viewed as the fundamental basis of representation, expresses the value system and the socio-historical conditions of the collective's existence, serving as the normative framework for the group's environment In contrast, the peripheral system is non-normative.

A more functional and dynamic system serves as an interface between concrete reality and the central system, effectively anchoring representation in the current context It is sensitive to immediate circumstances and integrates the individual's personal history, thereby making the normative dimensions of the central system more tangible (Valence and Roussiau, 2005).

This structural approach emphasizes the consensual aspects of the essential elements within the core The core consists of a small number of highly consensual elements, known as the high consensus zone, which remain stable (Castellotti and Moore, 2002) Two representations are considered distinct only if they are composed of different central systems (Moliner, 1996) Changes in representations occur only when their central core changes Therefore, identifying the central system of a representation helps us understand its "heart," the social foundation of that representation, and thus its functioning and dynamics This understanding reveals the shared cognitions of a given population regarding an object (Valence and Roussiau, 2005).

According to Abric's central core theory, essential elements are crucial for the existence of social representation He hypothesizes that when asked to memorize the characteristics of a social object, individuals will retain central features—reflecting social representation—much better than atypical characteristics This suggests that when subjects memorize a list of words, they are likely to remember more if the words represent central elements of a representation Familiar and uniform information is easier to recall; if a piece is forgotten, it can often be intuitively reconstructed due to habit Conversely, without proper organization, recalling these elements becomes significantly more challenging.

The central core theory by Abric, along with its experimentation on the representation of artisans, reveals that social representations are made up of stable and organizing core elements These elements include the manual worker, love for the craft, personalized work, quality work, and apprenticeship Our memory continuously organizes and retains these core components, allowing us to recall them both immediately and later Consequently, we can respond quickly to these representations in natural situations without the need for deep reflection.

In summary, social representation is structured as a system comprising a central core and a peripheral system The central core, which is stable, organizes, and sets norms for the representation, consists of elements that our memory retains permanently and can be recalled spontaneously.

Rouquette et Rateau (1998) nous montrent deux composantes d’une représentation: ses éléments constitutifs et les liens interdépendants entre ces éléments

Lorsqu’une représentation se crée, deux processus se mettent en oeuvre: l’objectivation avec la constitution d’un noyau figuratif et l’ancrage

Objectivation is the process of reducing excessive meanings by materializing them, allowing individuals to appropriate and integrate complex phenomena or knowledge (Moscovici, as cited by Jodelet, 1997) This process consists of three phases: information sorting, the formation of a figurative nucleus, and the naturalization of selected elements for representation Information sorting occurs based on cultural and normative criteria, leading to the exclusion of certain elements The formation of a model involves organizing information into a simple, concrete, and coherent nucleus that aligns with prevailing cultural and social norms Finally, naturalization refers to the process of acclimating and sustainably adopting elements to which specific properties or characteristics are assigned The entire social representation is constructed around this figurative nucleus.

The second process is anchoring, which involves the social rooting of representation and its object The represented object is imbued with meaning by the subject engaged with that representation Through this meaning, the social and cultural ideas of the subject must be articulated Furthermore, the elements of representation not only express social relations but also play a role in shaping them.

A shared social representation fosters a common language among individuals and groups, facilitating effective communication This established reference system, in turn, influences social phenomena Additionally, the integration of new information is rooted in pre-existing thought systems, where individuals categorize and organize new data within socially established frameworks.

In summary, the process of objectification, in conjunction with anchoring, connects the three fundamental functions of representation: interpreting reality, integrating new information cognitively, and guiding behaviors and social interactions.

1.3.3 Evolution et transformation des représentations sociales

La représentation sociale est structurée en un double système: le noyau central et le système périphérique

The central core of a representation consists of elements that provide meaning, including the nature of the represented object, its relationship with the subject, and the system of values and norms This core serves two essential functions in the structure and dynamics of representation: its organizing function determines the nature of relationships between the representation's elements, acting as a unifying and stabilizing force Additionally, its generative function clarifies the significance of each element within the representational field The central core is the most stable aspect of the representation, making it challenging to modify, which Mugny and Carugati (1985) refer to as the "hard core." Surrounding this core are the peripheral elements.

Même si le noyau central est le fondement de la représentation, les éléments périphériques y tiennent aussi une place importante Selon Abric (1994), “ils

The components of representation include selected and interpreted information, judgments about the object and its environment, as well as stereotypes and beliefs They serve as the interface between the core and the concrete situation in which the representation is developed or operates These elements anchor the representation in the reality of social subjects and offer greater flexibility than central elements, allowing for the individualization of representation They play a crucial role in the processes of defending and transforming the representation.

Representation has a dual nature, being both static and dynamic It only undergoes true transformation when its core changes (Flament, 1994) To maintain this core, which is non-negotiable, the representational process creates peripheral elements that serve to protect the central core However, these peripheral elements are more susceptible to change, allowing for modifications without compromising the overall structure of social representation.

Synthèse des recherches sur les représentations sociales dans l’enseignement

The concept of representation is a crucial element in sociolinguistic issues and is extensively discussed in language didactics and research on language learning (Matthey, 1997; Zarate & Candelier, 1997).

Numerous researchers have observed that learners' perceptions of a language, its culture, its speakers, and the countries where it is spoken significantly impact their language acquisition Notable studies by Zarate (1993), Candelier & Hermann-Brennecke (1993), Cain & De Pietro (1997), Berger (1998), and Muller highlight these effects.

Social representations are a significant focus of research in various doctoral theses, particularly concerning the school environment and its participants Notable studies by Bouchut (2010), Morcillo (2000), Owino (2012), and Aisenson (2008) explore these themes Additionally, several authors, including Masset (2009), Boudebia (2012), Al Yazigi (2007), and Yue Zhang (2012), specifically examine representations related to teaching and learning.

Asian researchers have conducted studies in France focusing on the social representations of the French language among students from their countries and the broader region For instance, Xie Yong (2007) identifies factors influencing the construction of representations of France and the French among six different groups of Chinese students, highlighting the impact of these representations on the teaching and learning of French in China Similarly, Suthisa Rojana-Anun has contributed to this area of research.

In 2005, a thesis was presented on the representations of the French language among undergraduate students in Southeast Asia, specifically focusing on Thailand, Cambodia, Laos, Singapore, and Vietnam.

Vietnamese researchers studying in France examine social representations of both French and Vietnamese language and culture Nguyen Van Dung (2000), in his thesis titled "The Representation of Politeness Relations in Contemporary Vietnamese Literature," explores these themes in depth.

In her research at the University of Rouen, the study on openings, closures, and address systems highlighted the manifestations of Vietnamese politeness within the socio-economic context of the 1990s, revealing that the linguistic expressions of French politeness are fundamentally similar to those of Vietnamese politeness, despite cultural differences Similarly, Thi Phuong Lan Nguyen-Percher (2010) examined the representations of Francophonie among twenty future Vietnamese teachers of French as a foreign language, focusing on the semantic and pragmatic mechanisms in their discourse to uncover the identity constructions related to Francophonie in Vietnam.

In our thesis, we examine the representations of teaching commercial French, distinct from the representations of the French language and culture or from subjects taught in traditional educational settings, which is the focus of most related research We have identified a different object of representation: a practice centered on teaching the language for professional purposes, rather than a language, culture, or academic discipline.

Social representation is a sociological concept originally developed by Emile Durkheim in the 19th century and later expanded by researchers like Moscovici It is studied across various social and human sciences, including sociology, psychology, and linguistics Social representation refers to a collective set of opinions, attitudes, and information regarding a specific object, which is socially constructed and shared among members of a social group.

A double system with a central core and peripheral elements enables a framework for social communication, which helps individuals interpret their daily environment and guides their behaviors in life.

It is essential to emphasize that representation cannot exist without an object, which can be material or immaterial, real or imaginary For effective representation, the object must be complex, polymorphic, and controversial Social representation is structured in a dual system comprising a central core and peripheral elements The central core consists of stable organizing elements, while the peripheral elements are dynamic A representation of an object will only change when its central core changes Furthermore, social representation is a specific form of knowledge, often referred to as naïve knowledge, which differs from scientific knowledge Its study is equally valid due to its significance in social life and its insights into cognitive processes and social interactions It is neither a mere reflection of reality nor entirely subjective.

In this case study, the focus is on the professional practice of teaching and learning commercial French, rather than viewing the French language as merely a language or culture The aim is to identify the perceptions of key stakeholders, including professors and students, regarding this practice within the Vietnamese university context.

FRANÇAIS DE SPÉCIALITÉ ET SON ENSEIGNEMENT

Champ de la didactique du franỗais à un public spộcifique : origines et principes méthodologiques

Since the 1820s, the teaching of French to specific audiences has emerged However, it was not until the 1960s that pedagogical approaches aimed at teaching modern languages, particularly French, to professionalizing or active learners began to gain traction as a scientific field Over the past fifty years, this area of French as a Foreign Language (FLE) didactics has significantly developed, with a variety of terms used to describe it, reflecting different priorities and methodological options.

The field of didactics for practical and professional French began in the 1920s, originating with military French through a manual created in 1927 for non-French-speaking soldiers in the French army, including Algerians, Senegalese, and Moroccans During the 1960s and 1970s, the status of French as a foreign language declined internationally, prompting the search for new audiences across various sectors This led to a heightened focus on fields such as science, technology, law, and economics, resulting in the emergence of a new form of French education in France aimed at specific audiences, known as scientific and technical French This term refers to language varieties and educational audiences but does not denote a specific methodology (Lehmann, 1993: 41).

French as a specialized language incorporates a methodological option known as SGAV (structuro-global audio-visual) from the first generation This approach emphasizes lexical specificities and a careful selection of syntax, highlighting its importance in language learning and application (Lehmann, 1993: 41).

The French linguistic policy has led to the emergence of both instrumental French and functional French Instrumental French, introduced in Latin America in the early 1970s, focuses on teaching the language not for cultural or everyday use, but to enhance scientific and technical communication This approach aims to improve the reading of specialized texts across various fields, including both hard sciences and humanities.

In the mid-1970s, the French Ministry of Foreign Affairs introduced the term "functional French" to signify a more proactive approach to language education, including scholarships, training programs, and various initiatives This form of French instruction takes into account the specific needs of its audience, offering tailored pedagogy and appropriate methodologies According to Porcher (1976) in his article "Monsieur Thibaut et le bec Bunsen," functional French is defined as "a French that serves a purpose in relation to the learner."

French for Specific Purposes (FOS), established in the late 1980s, is modeled after the English term "English for Special Purposes" (ESP) introduced by Hutchinson and Waters FOS is characterized by its learner-centered approach, placing the student at the core of all pedagogical activities This term emerged primarily because the term "functional" is vague and ambiguous The main methodology of FOS focuses on audiences who are specialists in their professional or academic fields, seeking to learn French within a limited timeframe to achieve specific objectives, hence the term "specific objectives." Since the inception of the field of practical and professional French language teaching, the FOS concept has gained prominence, becoming the overarching label for the domain.

The term FOS, or French for Specific Purposes, often appears in discussions about specialized courses, experts, and literature However, this label lacks true stability, as it has various interpretations: FOS in singular refers to targeted operations requiring specialized training, while FOS in plural emphasizes the goal-oriented nature of teaching tailored to specific audience needs, reflecting cumulative approaches developed over fifty years Mourlhon-Dallies (2008) highlights that this flexibility, in contrast to a rigid acronym, has contributed to the success of FOS, allowing for diverse adaptations within the rapidly evolving field of French language didactics.

Since the 1990s, the term "French for Specific Purposes" (FOS) has emerged in teaching practices However, is there a distinction between FOS and French for Specialization? Historically, French for Specialization was the first to refer to methods aimed at specific audiences studying French in a professional or academic context, focusing on particular specialties or fields of activity In contrast, the term FOS encompasses all situations, whether they are tied to a specific specialty or not.

Depuis 2000 environ, on parle ộgalement du franỗais de la communication professionnelle dont l’accent est mis sur la réponse aux besoins de communication de l’apprenant quelque soit son travail

At the dawn of the third millennium, the FOS must adapt to the evolving needs of the market, particularly due to the increasing demands from the professional world These demands stem from the diversification of specialized professional fields and the rising need for professionals to enhance their French language skills The challenge of practicing a profession in a language other than one's mother tongue is a global issue.

Since 2006, under the initiative of Mourlhon-Dallies, the French Language for Professional Purposes (FLP) has been introduced to address the accelerated movement of populations across the continent, catering to all levels of qualification Language training institutions now offer diplomas in FLP, which complements the newly termed French for Specific Purposes (FOS) module While FOS focuses on acquiring skills relevant to various professional sectors and job roles, such as report writing, FLP emphasizes a dual training requirement that combines French language proficiency with professional training.

Nous voudrions reproduire le tableau synthétique proposé par Mourhlon-Dallies

(2008, p.13) pour mettre en évidence les priorités didactiques des principaux courants constitutifs du domaine du franỗais enseignộ à des fins professionnelles

Tableau 2.1 : Courants du franỗais enseignộ à des fins professionnelles

Courant/ Appellation Priorité didactique Méthodologie didactique en arrière-plan

Spộcialitộ (dont franỗais scientifique et technique)

Maợtrise d’un lexique technique (différent du franỗais gộnộral et quotidien) et de structures syntaxiques types

Structuro-Globale-Audio- Visuelle, Franỗais fondamental

Franỗais instrumental Lecture de textes spécialisés

Franỗais fonctionnel Rộponse aux besoins de communication de l’apprenant dans son travail

Approche communicative, en particulier analyse des besoins, analyse systémique Franỗais de Spộcialitộ

Connaissance large d’un domaine de spécialité, de

Approche communicative, nourrie d’analyse des

28 tourisme, franỗais du droit, etc) ses métiers et des discours qui y circulent discours spécialisés

Franỗais de la communication professionnelle/ Franỗais à visée professionnelle

Réponse aux besoins de communication de l’apprenant quelque soit son travail

Approche communicative, avec identification de situations de travail et d’actes de paroles transversaux aux différents domaines d’activité

Prise de conscience des différentes logiques d’exercice des professions

Approche post- communicative [et emprunts à des disciplines autres que la didactique]

L’auteur du tableau a pris soin de laisser de côté le FOS parce que celui-ci, dans les contextes d’emplois, est vờtu ô de significations plus ou moins englobantes ằ (Mourlhon-Dallies, 2008 : p.14)

In summary, the field of French language instruction for specific audiences has evolved in its functions and methodological approaches, yet it remains focused on a specialization in teaching French, primarily driven by specific communication needs.

Clarification du concept Franỗais de Spộcialitộ

2.2.1 Dộfinition du Franỗais de Spộcialitộ et distinction avec le FOS et le FLP 2.2.1.1 Définition

Le Franỗais de Spộcialitộ fait partie des langues de spộcialitộ Galisson et Coste

In 1976, it was proposed that these languages serve as a generic expression to refer to the languages used in communication situations, whether oral or written, that involve the transmission of information pertaining to a specific field of experience.

Lerat (1995, p 20) quant à lui, pense que ô La notion de langue spộcialisộe est

[plus] pragmatique : c’est une langue naturelle considérée en tant que vecteur de connaissances spộcialisộes ằ

Et selon Dubois et al (1994, ô On appelle langue de spộcialitộ un sous-systốme linguistique tel qu’il rassemble les spécificités linguistiques d’un domaine

29 particulier ằ C’est dans cette logique que L’Homme (2011, p.31, version initiale

The concept of specialized language, as defined in 1990, refers to a linguistic subset that encompasses various forms of expression—lexical, morphological, syntactic, and stylistic—commonly utilized by a group of specialists within a specific field of human knowledge.

De faỗon gộnộrale, on peut donc dire que les langues de spộcialitộ sont des vecteurs de connaissances spécialisées Elles surgissent et interviennent dans un domaine technique et professionnel déterminé

2.2.1.2 Distinction du Franỗais de Spộcialitộ avec le FOS et le FLP

In the realm of teaching French for professional purposes, three key concepts have emerged: FOS (French for Specific Purposes) since the 1980s, French for Specialties reintroduced in the 1990s, and FLP (French as a Language of Professionalization) These frameworks highlight the evolution and significance of specialized language instruction in various professional contexts.

Recent methodologies for teaching French for professional purposes have emerged, reflecting current trends and addressing a wide range of teaching situations Despite some similarities, these approaches differ significantly in their target audiences and didactic methodologies.

French for Specific Purposes (FSP) is typically taught within institutions that provide training to potential learners, primarily students engaged in lengthy academic programs These institutions anticipate the future needs of their students, unlike French for Occupational Purposes (FOS), which directly addresses specific, immediate needs in the field and is generally shorter in duration FSP caters to individuals who must perform their professional duties entirely in French, encompassing job-related practices, legal and institutional aspects, and communication with colleagues and superiors, even if some tasks may involve other languages, such as English, for client interactions Institutionally and didactically, FSP and FOS are driven by two distinct logics: the demand for FOS arises from specific needs in the workplace.

The training program is based on 30 precise needs identified from specific institutions, companies, or universities targeting a defined audience, particularly in the field of French for Special Purposes (Mangiante and Parpette, 2004) However, the connection between the training objectives and the desired outcomes remains vague and hypothetical (Carras, 2007) Consequently, the program's content, teaching materials, and assessments are not dictated by external demands but are instead shaped by the institution and the instructor, who consider the constraints of the specialized field In the absence of clear demands, the trainer must address a wide range of communication scenarios relevant to the specialized area, despite the varying needs and objectives of individual learners.

The FLP addresses teaching situations for French for Specific Purposes (FOS) within academic and professional contexts, catering to short, medium, and long-term needs It focuses on dual training content—both professional and linguistic—while aiming to prepare learners for fully French-speaking environments.

2.2.2 Question terminologique et le choix du terme Franỗais de Spộcialitộ

Historically, the term "French for Specific Purposes" emerged between 1963 and 1973, succeeding "scientific and technical French" in the realm of specialized communication, distinguishing itself from general French This approach is rooted in the first generation of SGAV (structuro-global-audio-visual) methodology, emphasizing specific lexical features and selective syntax (Lehmann 1993, cited by Mourlhon-Dallies, 2008:11).

The term "specialized language" has been misunderstood by many educators for various reasons Firstly, this concept has grouped together diverse teaching fields that do not share the same content or pedagogical approach, leading to confusion and questioning about its applicability.

31 si chaque profession aurait sa langue propre distincte de la langue des autres professions, s’il existe autant de langues qu’il y a de domaines de spécialité

Kokourek (1991) argues that the language of specialization is a subset of natural language, adhering to the same syntactic rules as general language while differing in its lexical choices Lerat (1995) supports this view, highlighting the unique characteristics that set specialized language apart from everyday communication.

19) n’est pas d’accord sur le concept sous-langue Il n’y a pas selon lui de spộcificitộs linguistiques sectorielles mais c’est toujours du franỗais que l’on utilise pour rendre compte des connaissances de spécialité Il préfère ainsi le terme langue spộcialisộe qu’il dộfinit comme ô l’usage d’une langue naturelle pour rendre compte techniquement de connaissances spộcialisộes ằ (Lerat, 1995 : 21)

Cusin-Berche (2000, p 56) suggests abandoning the term "language for specific purposes," which she believes lacks linguistic foundation Instead, she proposes the concept of "specialized discourse," aligning with the use of language for specialized objectives Additionally, the term "French for Specific Purposes" faces criticism in the didactic context, as it holds no intrinsic meaning and offers little assistance in addressing the challenges of teaching French as a foreign language (FLE).

According to Eurin-Balmet and Henao de Legge (1992), the focus on vocabulary in specialized French emphasizes a collection of technical terms from specific fields rather than a methodological approach to teaching, indicating a lack of unique didactic principles Cabré (1998) provides a synthesis of perspectives on specialized languages, categorizing various definitions into three distinct positions.

According to the first perspective, specialized languages are linguistic codes distinct from common language, defined by specific rules and units However, this view has faced significant criticism, as it is challenging to draw a clear boundary between specialized language and common language.

The second position asserts that any specialized language is merely a variant of general language (Cabré, 1998: 119), or even just a lexical variation Consequently, there would be no true specialized language, only specialized vocabularies This perspective overlooks the communicative potential of specialized languages, which can employ non-lexical and even extra-linguistic means such as illustrations and mathematical formulas.

Enseignement du Franỗais de Spộcialitộ

2.3.1 Dộmarche pộdagogique du Franỗais de Spộcialitộ

According to Mangiante (2006, p 138), French for Specific Purposes focuses on a particular specialty or professional field, encompassing all specialized communication situations relevant to a discipline or profession This approach does not require prior knowledge of a specific audience for whom a linguistic training program is intended At the beginning of the course, the institution or instructor will define the content and the didactic approach.

The anticipation of future linguistic needs in students' professional fields is crucial; however, without clear demand specifications, students often lack clarity regarding their future job roles In this context, the instructor aims to create a homogeneous learning group focused on specific learning objectives, offering a program that addresses all communication scenarios relevant to the specialized domain of the students These professional situations are defined by unique linguistic forms specific to specialized communication Therefore, a discursive analysis of these scenarios is essential for the approach to French for Specific Purposes (FSP), which is more comprehensive than that of French for Occupational Purposes (FOS).

In the context of teaching French for specific purposes within educational institutions, a final assessment is essential to review the training curriculum and guide pedagogical approaches, often through specialized certification This certification serves as an early exit objective, enabling the development of a competency framework for the training program According to Mangiante (2006, p 140), the process of creating competency frameworks is a crucial tool in French for specific purposes, facilitating the design of training tailored to specific professional or institutional sectors.

Unlike FOS, French for Specific Purposes does not target a specific group of learners with a defined goal; instead, it addresses an entire professional or specialized sector It focuses on specialized language and the specific discourse relevant to the field rather than the audience itself.

Spécialité dans certaines universités ou la préparation des diplômes de la Chambre de Commerce et d’Industrie de Paris (CCIP) relốvent donc de cette catộgorie ằ (Mangiante et Parpette, 2004 : 142)

The following table summarizes the didactic principles of specialized French compared to those of French for Specific Purposes (FOS), which is an approach within the same field of language teaching aimed at professional outcomes (Mangiante and Parpette, 2004: 142).

Tableau 2.2 : Comparaison entre le Franỗais de Spộcialitộ et le Franỗais sur

Objectif Spécifique (Source : Mangiante et Parpette 2004, p 142)

Franỗais de Spộcialitộ Franỗais sur Objectif Spộcifique

1 Objectif plus large couvrant un domaine Objectif précis

2 Formation à moyen ou à long terme Formation à court terme (urgence)

3 Diversité des thèmes et des compétences liées à une discipline (économie, commerce, physique, médecine )

Centration sur certaines situations cibles

4 Contenus nouveaux a priori non maợtrisộs par l’enseignant

Contenus nouveaux a priori non maợtrisộs par l’enseignant

5 Travail plus autonome de l’enseignant Contacts avec les acteurs du métier étudié

6 Matériel existant (insuffisant dans certains domaines)

7 Evaluation interne au programme de formation

In a university context focused on non-linguistic fields, a specialized French training program can emerge from institutional objectives and a somewhat vague approach This program emphasizes the specialized language used within specific domains such as economics, law, and medicine Given that each field encompasses various professions, the French for Specific Purposes program must target all these careers, equipping students to pursue diverse professional paths.

Pour concevoir le programme de formation linguistique à l’intention des publics spécialisés, la collecte des différents discours du domaine de spécialité mène à

36 repérer et analyser des récurrences linguistiques caractéristiques de la communication des spécialistes du domaine et à dégager un type discursif propre transversal aux différents discours recueillis

The specific discursive characteristics of specialized fields should be studied with learners using authentic discourse collected from real-world contexts, similar to the approach in French for Specific Purposes (FOS) At this stage, developing a framework of language competencies relevant to the professional domain would serve as a particularly valuable tool for educators to design their curriculum and progression This is essential, especially when there is a lack of precise analysis regarding the needs of a homogeneous group of learners (Mangiante, 2006: 146).

2.3.2 Elaboration de rộfộrentiels de formation en Franỗais de Spộcialitộ

The term "referential" commonly refers to a reference system, as defined in digital dictionaries like Le Petit Robert Originally defined in the context of computer science, a referential serves as a backbone consisting of databases that contain the references of an information system This tool is useful for creating directories and classifications (Volle 2001, cited by Robert 2008: 178) Additionally, it can be employed to assess competencies, with a competency referential defined as a descriptive list of the skills required for a specific role or function (Perrenoud 2001, cited by Robert 2008: 178).

The development of competency frameworks began in the 1980s within the business world The term "framework" has since been used to refer to the comprehensive set of professional skills necessary to perform a specific job.

In the 1990s, competency frameworks were introduced into teaching and training activities, serving as a structured training tool that outlines targeted skills, objectives, and educational content A competency framework is primarily utilized in professional training contexts, providing a clear guideline for the competencies to be developed.

In France, professional associations establish the competency profiles required for various professions, which are then translated into training programs by vocational schools and training organizations In the context of language education, a "referential" refers to a descriptive list of competencies necessary to demonstrate a specific linguistic level, serving as a benchmark for certifying a learner's language proficiency (Robert, 2008: 178) The most recognized referentials for the French language are the CEFR (Common European Framework of Reference for Languages) established in 1998 for French as a Foreign Language (FLE) and the RGOC (General Framework of Guidelines and Content) created in 2000 for French as a Second Language (FLS) These frameworks complement an extensive list of inventories developed for teaching FLE and FLS, including the Fundamental French (1956), General Vocabulary for Scientific Orientation (1972), Threshold Level (1976), and the Inventory of Lexical Particularities of French in Sub-Saharan Africa (1993).

The CEFR and the RGOC, while targeting different audiences, share commonalities in their design for implementing French language teaching programs Both frameworks offer a structured learning approach, with the CEFR divided into six levels to facilitate progressive language acquisition.

The RGOC outlines the didactic principles that guided the work of the authors, detailing the targeted competencies for each level Additionally, it suggests various activities to enhance learning The CEFR also serves as a reference tool for certification purposes.

Training reference frameworks outline the competencies to be mastered upon completion of a training process, defining objectives, content, and methodologies The development of a training reference framework involves five key steps: identifying critical situations that require the competency, determining the necessary knowledge areas for implementing this competency in those situations, organizing and structuring the teaching units, detailing each teaching unit, and ensuring coherence among the teaching units.

38 et les distribuer sur le temps de la formation (par semestre, par semaine ou par jour selon la durée de la formation)

2.3.2.2 Elaboration d’un rộfộrentiel de Franỗais de Spộcialitộ

La construction des référentiels de compétences langagières du monde professionnel est nécessaire pour la conduite d’un cours de langue de spécialité

La dộmarche du franỗais de spộcilitộ suppose un travail d’enquờte sur le terrain et une analyse des situations de communication réelle avec recueil des discours effectivement produits

Un rộfộrentiel de compộtences langagiốres se dộfinit comme ô un inventaire de compộtences nộcessaires à des activitộs et l’inventaire de ces activitộs elles-mờmes ằ

According to Beacco et al (2004), an inventory of linguistic forms is essential for learners to demonstrate their level of proficiency in French These inventories result from selective choices made from the vast array of existing or potential linguistic forms in the French language, including words, phrases, and texts The selected forms for learning are not just French but represent the practical use of the language in specific real-life situations by native speakers.

Ces référentiels de langue, à caractère plutôt descriptif que prescriptif, servent d’outil pour l’élaboration des programmes de formation et l’évaluation des compétences acquises

La démarche de référentialisation dans le monde professionnel est constituée de 5 étapes différentes (Mangiante, 2007)

Synthốse des recherches sur le Franỗais de Spộcialitộ

Les chercheurs qui ont abordộ la notion ô Franỗais de Spộcialitộ ằ, l’ont distinguộ du FOS et ont éclairé ce concept sont Lehman (1993), Kokourek (1991), Lerat

In the field of specialty languages, Cabré (1998) is frequently referenced for her comprehensive compilation of various definitions, categorizing them into three distinct positions Additionally, Mangiante and Parpette (2004, 2006, 2008) have made significant contributions by differentiating French for Specific Purposes (FOS) from general specialty French and establishing specific methodological principles for the study of French specialty languages.

On peut recenser ộgalement plusieurs thốses portant sur la didactique du franỗais à visộe professionnelle de diffộrents domaines comme le franỗais du tourisme (Saad

Haddad, 1998), le franỗais commercial (Alrabadi (2007), Zolana (2013), Sagnier

(2004)), le franỗais juridique (Debono, 2010), le franỗais mộdical (Huynh Thanh Nha, 2003), etc

Vietnamese researchers who defended their theses in France have significantly contributed to the field of specialized French language teaching Their work primarily focuses on analyzing the scientific discourse within specific domains and its implications for professional French language education Notable contributions include studies by Nguyen Thi Ngoc Suong (2000), Huynh Thanh Nha (2003), Diep Kien Vu (2008), Truong Hoang Le (2007), and Dinh Ngoc Lam (2014).

In summary, numerous studies on professional French have been conducted, with researchers largely identifying the unique characteristics of professional discourse These findings highlight the challenges that must be considered in teaching French tailored to specific audiences.

We do not rely on specialized discourse analysis in French; instead, we focus on studying the representations of commercial French education in Vietnamese economic schools This approach offers a fresh perspective on the realities of teaching and learning commercial French, aiming to understand how it is perceived and evaluated by students and teachers Based on these insights, we can propose innovative pedagogical strategies to enhance education, aligning with ongoing research and theses related to specialized French in general.

The teaching of French to specific audiences has its roots in the 1920s but gained prominence as a distinct field of study in the 1960s Various terms have emerged to describe this subdomain of French language didactics, including Scientific and Technical French, French for Specific Purposes (FSP), and Professional French (PF) Among these, French for Specialization, FSP, and PF are the most prevalent, addressing practical and professional contexts These concepts are not rigidly defined; instead, they complement one another A crucial commonality among these approaches is the emphasis on using specialized professional discourse to develop training programs that prepare learners for specific communication situations in French However, these approaches differ in their target audiences, institutional conditions, and didactic methods In our study, the term French for Specialization is particularly relevant, as it aligns with the teaching of commercial French in Vietnam's higher education institutions, catering to a broad audience of French-speaking economics students over a four-year curriculum, with programs designed to meet future professional communication needs.

La mộthodologie du Franỗais de Spộcialitộ avec au centre l’ộlaboration des référentiels de formation servira de base théorique pour notre étude portant sur l’enseignement du franỗais commercial au Vietnam

APERÇU GÉNÉRAL DE L’ENSEIGNEMENT DU FRANÇAIS

ÉTUDE DES REPRÉSENTATIONS DE L’ENSEIGNEMENT DU

PROPOSITIONS PÉDAGOGIQUES

Tiêu đề	Enseignement Du Français Commercial Dans Des Écoles Supérieures D’Économie Au Vietnam : Représentations Et Propositions D’Amélioration
Tác giả	Đỗ Thị Thu Giang
Người hướng dẫn	Pr. Dr. Nguyễn Lõn Trung, Pr. Dr. Nguyễn Võn Dung
Trường học	Université Nationale de Hanoi
Chuyên ngành	Didactique du FLE
Thể loại	thèse
Năm xuất bản	2015
Thành phố	Hanoï

Định dạng
Số trang	177
Dung lượng	1,41 MB