(LUẬN án TIẾN sĩ) dạy thuyết trình cho hướng dẫn viên du lịch tiếng pháp theo phương pháp tiếp cận bằng loại hình diễn ngôn và thông qua các tình huống – vấn đề

Motivation de la recherche

This doctoral work has undergone significant development since the initial project submission in 2011 to the Doctoral Commission of Languages and Literature at the Catholic University of Louvain The keywords in the abstract have taken unexpected paths throughout this journey.

Initially focused on teaching French as a foreign language (FLE) and integrating information and communication technologies (ICT) into education, our research project aimed to address problem-based situations incorporating ICT in FLE classes However, we shifted our focus towards teaching French for specific purposes, particularly oral presentation skills for future tour guides This change was driven by a genuine need from the Department of French at Hanoi University, which is developing a tourism-focused French degree Our involvement, alongside other faculty members, includes designing the training program and syllabi for several courses We have chosen to incorporate our research into a specific course on tourism communication, aimed at preparing students for careers as tour guides.

The selection of our oral presentation topic led us to the unfamiliar field of discourse analysis Our readings in the area of French for specific purposes revealed the essential role of discourse analysis in designing effective training programs Consequently, this understanding shaped the structure of our thesis.

Problématique, hypothèses et objectifs de la recherche

In the context of personal, professional, and scientific factors, this work was initiated to address a practical question: what training program should be developed for future guides to enhance their oral presentation skills? Through field research and a review of existing literature, we were able to formulate several research hypotheses.

- La conception d’un tel dispositif devrait passer par l’analyse du genre discursif qui fait l’objet de l’enseignement-apprentissage : l’exposé oral du guide touristique vietnamien francophone :

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com

- Les situations-problèmes, par leurs caractéristiques, pourraient optimiser la qualité d’un tel dispositif

La recherche vise donc deux grands objectifs qui consistent à :

- analyser l’exposé oral du guide touristique vietnamien comme genre discursif

- proposer un scénario d’apprentissage basé sur l’approche par situation-problème et visant à former les futurs guides à l’exposé oral

Plan de la thèse

This doctoral work is structured into three main sections: the contextual and theoretical framework of the research, the analysis of the discourse of the French-speaking Vietnamese tour guide, and the teaching approach for the oral presentation of the guide directed at students in the tourism option.

In the first part of the article, we will discuss the training of French-speaking guides in Vietnam We will begin by analyzing the labor market needs for these guides, followed by a detailed presentation of their training in French and professional knowledge The second chapter will outline the institutional framework of our research, highlighting the movement toward modernizing university curricula for vocational training in Vietnam, the establishment of new foreign language programs at our university, and the necessity to design a bachelor's program in French with a focus on tourism within the French Department where we work Additionally, we will clearly define the scope of our research within the theoretical framework.

Ensuite, nous éclaircirons des notions théoriques pertinentes pour notre thèse, autour de deux grands axes : l’analyse du discours et la situation-problème

The second part of this article will present the initial findings of our research, focusing on the analysis of the oral presentations by Vietnamese French-speaking tour guides We will first outline the methodological framework for this analysis Chapters 7 and 8 will examine the discursive characteristics of this genre and the presentation practices of Vietnamese French-speaking guides.

The third part of the thesis focuses on the second aspect of the research findings, specifically the training framework for oral presentations for guides It includes the proposal of a lesson plan based on the Situation-Problem approach, followed by its implementation and analysis.

12 résultats en vue d’une amélioration du dispositif La méthodologie de la conception et de l’expérimentation introduira chacune de ces parties dans le chapitre 9

Enfin, dans les conclusions générales, nous récapitulerons les apports de la thèse ainsi que ses perspectives

PREMIÈRE PARTIE : CADRE CONTEXTUEL ET THÉORIQUE

La formation des guides francophones au Vietnam

Le développement du tourisme récepteur vietnamien et le besoin de guides

1.1.1 L’essor du tourisme après l’ouverture du pays

With the Đổi Mới reform movement in the early 1990s, Vietnam began to open its doors to the world, leading to a gradual increase in foreign tourism According to the General Statistics Office, in 1995, the country welcomed 1,351,300 international visitors, including 118,000 from France.

Lorsqu’on jette un coup d’œil sur les chiffres des entrées étrangères au Vietnam de 1995 à

2015, on observe une croissance constante, hormis les quelques années ó le tourisme a été freiné par des épidémies telles que le SRAS en 2003 et la grippe aviaire (virus H5N1) en

2009 En 5 ans, de 2011 à 2015, le nombre de touristes a augmenté de 32 % pour atteindre 7

943 651 en 2015 En 2016, environ 10 millions de touristes étrangers nous ont rendu visite et ce chiffre a atteint 10,9 millions en 2017

1.1.2 La formation d’un marché de tourisme récepteur

Since the opening of Vietnam, a receptive market has gradually developed, as evidenced by discussions with experienced guides Initially, large state-owned agencies such as Vietnamtourism, Hanoitourism, and Saigontourism began to cautiously welcome groups of foreign tourists in the mid-1990s.

1990 Puis les filiales des agences étrangères comme Exotissimo se sont rapidement

14 développées Depuis une dizaine d’années, de nombreuses agences réceptives créées par des Vietnamiens envahissent ce marché potentiel

Due to a lack of statistics, it is difficult to provide an exact number of travel agencies in Vietnam catering to foreign tourists However, by examining the data on international tour operators, both inbound and outbound, we can infer that this number is likely on the rise Notably, the total of international tour operators increased from 428 in 2005, indicating a growing trend in the tourism sector.

Between 2005 and 2015, the number of state-owned enterprises in Vietnam dramatically decreased from 119 to just 7, highlighting a significant retreat in this sector In contrast, Vietnamese-owned limited liability companies, particularly small and medium-sized enterprises, experienced substantial growth, rising from 222 in 2005 to 1,012 in 2015 As a result, these companies now account for 67% of all agencies in the market.

1.1.3 Le marché du tourisme francophone

Du cụtộ des touristes francophones, les plus nombreux sont les Franỗais Toujours selon les chiffres de l’Office Gộnộral des Statistiques, le nombre de touristes franỗais est passộ de

From 11,800 visitors in 1995 to 211,636 in 2015, France has seen only a modest growth of 6.1% over five years, resulting in a drop from the third to the thirteenth position among nationalities visiting Vietnam This places France significantly behind its Asian neighbors, such as China, South Korea, and Japan, as well as American tourists In Europe, France ranks below England, which had 212,798 visitors, and Russia, with 338,843 visitors.

In recent years, Vietnam's tourism sector has seen a shift from primarily attracting French tourists to welcoming an increasing number of French-speaking visitors from Canada, Belgium, and Switzerland Since 2012, statistics indicate a steady rise in travelers from these countries, with approximately 24,000 Belgians, 105,000 Canadians, and 29,000 Swiss tourists visiting Vietnam annually.

In 2015, Vietnam welcomed nearly 80,000 non-French francophone tourists, contributing to a total of approximately 291,000 francophone visitors, including around 211,000 French tourists Travel agencies confirm that about 70% of their francophone clientele are French, with the remainder coming from French-speaking Canadians, Belgians, and Swiss travelers.

1.1.4 Le besoin en guides francophones

With the increasing influx of French-speaking tourists, the question arises: do we have enough guides? According to the database from the Ministry of Culture, Sports, and Tourism, there are currently 1,330 licensed French-speaking guides available These guides are responsible for approximately 300,000 French-speaking tourists, averaging about 300 tourists per guide each year However, these figures indicate a significant demand for French-speaking guides, as they are based solely on the number of badges issued, and many badge-holding guides are no longer active in the field.

In terms of quality, we are unable to conduct a targeted study on French-speaking guides However, we can reference findings from a study conducted by the Esrt program regarding the quality of human resources in tourism in Vietnam The study provides insights into the quality of tourist guides.

- Les agences apprécient la qualité de leurs guides : ils les notent à 2,99 points (3 points bien), 4 points = très bien)

- Lors du recrutement, les compétences en langues étrangères arrivent au troisième rang parmi les critốres citộs Les agences les trouvent ô trốs importantes ằ (3,48/4 points)

- Pour les guides (accompagnateur ou conférencier), les agences jugent que les compétences en communication et en exposé oral sont de première importance (27%), viennent ensuite celles en langues étrangères (19%)

- La formation interne est le moyen le plus courant pour la formation continue des guides (52%).

La formation de base en franỗais des guides francophones

1.2.1 Le niveau de franỗais requis chez les guides dans les textes officiels

In Vietnam, according to Article 73 of the 2005 Tourism Law, a license is required to work as a tour guide This article also outlines the requirements for obtaining the title of international guide, which includes proficiency in a foreign language in addition to the qualifications needed for a Vietnamese guide The Ministry of Culture, Sports, and Tourism's Circular 89/2008/TT-BVHTTDL, published on December 30, 2008, specifies that the required language proficiency must be equivalent to a TOEFL score of 500, an IELTS score of 5.5, or a TOEIC score of 650 in English, corresponding to the B2 level according to the Common European Framework of Reference for Languages (CEFR).

On April 14, 2009, a decree (1417/QĐ-BVHTTDL) was issued by the Ministry, outlining the foreign language proficiency requirements for international guides This decree includes a detailed table of indicators that covers four key competencies: listening comprehension, speaking, reading comprehension, and writing, along with a mastery of specialized vocabulary in areas such as history, geography, culture, and economics However, it remains unclear whether the relevant authorities, specifically the Culture, Sports, and Tourism Services in each city or province, consider these provisions when reviewing applications for the international guide badge.

1.2.2 La licence en franỗais : contenu et niveau à la sortie

1.2.2.1 Le programme et le niveau fixé par les textes officiels

The decree 36/2004/QĐ-BGD&ĐT, issued on October 25, 2004, by the Ministry of Education and Training, establishes a framework program for the French bachelor's degree in Vietnamese universities Spanning four years, the curriculum includes 210 teaching units (now referred to as UV), with 83 units dedicated to the study of French language and culture, organized into three blocks.

- La littộrature et la civilisation franỗaises (10 UV) ;

- La pratique de la langue franỗaise (63 UV)

This official document does not specify the output level on the CEFR scale However, by examining the descriptors for the French language practice courses, we assess that the desired level at the end of the program falls between B2+ and C1 on the CEFR scale.

Based on students' career aspirations and labor market demands, each institution can offer a specialized track following the foundational training, focusing on either Teaching French as a Foreign Language (FLE) or Translation and Interpretation This specialized segment provides in-depth knowledge of the profession and consists of at least 25 credit units and 9 courses.

Upon closer examination of the course titles in this block, it is evident that students pursuing the Translation-Interpretation track have a greater emphasis on French, with nearly all courses taught in French focusing on translation and interpretation In contrast, students specializing in FLE didactics have five out of nine courses conducted in Vietnamese.

Despite this diversity, all degree programs and orientations meet the official requirement for becoming a guide, which is a B2 level according to the Common European Framework of Reference for Languages (CEFR), upon graduation from university.

1.2.2.2 La place du franỗais du tourisme dans les programmes de licence en franỗais

French for tourism and hospitality is integrated into language practice courses within French departments, aiming to equip students with both socio-professional and linguistic skills Each department has the autonomy to determine the number of teaching hours, instructional approach, and methods used For instance, at the French Department of Hanoi University, the course consists of 120 sessions, each lasting 45 minutes Prior to 2010, a collection of educational documents created by faculty members was utilized; however, due to the materials becoming outdated, instructors now employ updated textbooks for the course.

Tourisme.com, Hotellerie-Restauration.com (publiés chez Clé International, pour le niveau

A2) The French for Tourism (published by Hachette FLE, for level B1) offers learners fundamental knowledge about tourism professions through work situations, vocabulary, and appropriate speech acts for each context However, while these resources cover various tourism jobs, they provide inadequate language and professional skills for guides, leaving much to be desired.

Le brevet de guide touristique en vietnamien

1.3.1 Description du programme de formation

Since 2004, all tour guides in Vietnam are required to hold a guide badge, categorized as "domestic" for those working in Vietnamese and "international" for those hosting foreign tourist groups or accompanying fellow citizens abroad To obtain this badge, which is valid for three years and renewable, guides must submit an application to the local Department of Culture, Sports, and Tourism A mandatory document in this application is the Vietnamese tour guide certificate, which can only be obtained after completing a training program accredited by the Ministry of Culture, Sports, and Tourism.

This training program lasts three months for graduates with degrees in science and technology or from professional tourism schools, two months for those with degrees in languages or other human sciences, and one month for tourism graduates Participants who hold relevant qualifications are encouraged to apply.

18 déjà des expériences professionnelles dans le domaine du tourisme doivent simplement se présenter aux examens pour avoir le brevet

Voici le programme de cette formation en vietnamien qui dure deux mois pour un licencié en franỗais (cours du soir et le week-end essentiellement)

Partie 1 : Connaissances générales (90 périodes, soit 6 UV)

3 Généralités sur l’histoire des civilisations du monde 10 périodes

4 Géographie, généralités sur la société et l’économie contemporaines du

5 Le système politique et le cadre juridique du tourisme au Vietnam 20 périodes

Partie 2 : Connaissances du métier (165 périodes de 45mn, soit 11 UV)

6 Généralités sur le tourisme 25 périodes

11 Déontologie du métier de guide 10 périodes

12 Le travail du guide 25 périodes

13 Pratique du travail du guide 30 périodes

Partie 3 : Stage de fin de formation (56 périodes)

Tableau 1 : Contenu du programme du brevet de guide en vietnamien

The program demonstrates that the future international guide is equipped with both general knowledge for presentations and professional skills essential to the guiding profession The practical component, which includes hands-on training and internships, is particularly beneficial for those lacking prior professional experience.

Conclusion du chapitre 1

The initial training of guides provides a foundational understanding of essential skills such as French language proficiency, general cultural knowledge, guiding techniques, and insights into the tourism industry However, since most knowledge and skills are acquired in Vietnamese, and the tourism French course is insufficient, guides often struggle to prepare their presentations in French, especially at the beginning of their careers The B2 level attained upon graduation does not enable young guides to communicate comfortably with French-speaking clients Therefore, it is crucial for current guides to engage in self-training and continuous education To better prepare future guides, emphasis must be placed on enhancing their oral communication skills in French, specifically in real work situations.

Contexte institutionnel de la recherche

Prộsentation gộnộrale du Dộpartement de franỗais de l’Universitộ de Hanọ

Fondộ en 1967, le Dộpartement de franỗais ộtait une des premiốres cellules de l’Universitộ de Hanọ, appelée à l’époque l’Université de Langues Étrangères de Hanọ

The institution aims to train graduates in French with a focus on Translation and Interpretation, enrolling around one hundred students annually from the northern and central provinces of the country Among these students, some have never studied French, while others have completed three years of French language classes in high school, attending FLE classes for three periods of 45 minutes per week or option classes with five to seven periods weekly A small number of students come from bilingual classes, part of an intensive French language education program that spans twelve years of schooling.

Upon entering the University, students undergo a comprehensive 210 UV training program over four years (eight semesters), divided into two main blocks: general education (59 UV) and specialized training (151 UV) The specialized training consists of two segments: foundational knowledge during the first two years (general and specialty French, 79 UV) and advanced professional knowledge in the final two years, covering linguistics, literature, civilization, translation, and interpretation Beginners are required to complete additional general French hours (150 sessions of 45 minutes) to catch up by the end of their first year Starting from the 2013-2017 cohort, students must pass a French exam based on the DELF-DALF model to obtain their diploma, with a required proficiency level equivalent to B2 on the CEFR scale.

Upon graduating from the University, French majors from our Department have a wide range of career opportunities available to them, including roles such as translator, liaison interpreter, secretary, project or executive assistant, tour guide, travel consultant, and French teacher, among others The French degree awarded by the University also opens up further possibilities for professional growth and advancement.

Pursuing a master's degree in French, such as in law or project management, or enrolling in specialized training centers like the CFIT (Centre de Formation d’Interprètes et de Traducteurs), which trains professional translators and conference interpreters, or the CFVG (Centre Franco-Vietnamien de formation à la Gestion), which offers an MBA upon completion, can enhance career prospects and provide valuable skills in the global job market.

The French language teaching and specialization are provided by a dedicated faculty of around twenty teacher-researchers, organized into three sections: Language Practice (general and specialized French), Language Theory (linguistics, literature, civilization), and Translation-Interpretation.

La réforme des cursus et les formations professionnalisantes

Depuis quelques années, les filières de langues étrangères dans l’enseignement supérieur vietnamien s’imposent une nouvelle exigence, celle d’innover leurs programmes de formation

This requirement arises from significant changes in the economic and social landscape of a country pursuing international integration It reflects the new recruitment criteria, as the labor market demands skilled individuals proficient in foreign languages who are ready to enter the workforce immediately after completing their higher education.

At the decision-making level, the need for restructuring training programs is reflected in two decrees issued in 2005 and 2008, which focus on the renewal of higher education and the foreign language teaching-learning project within the country's educational system.

Publié le 02/11/2005, le décret 14/2005/NQ-CP a tracé les grandes lignes d’une politique d’innovation dans l’enseignement supérieur vietnamien pour la période 2006-2012 Il décrit d’abord les objectifs généraux de ce renouveau

A comprehensive and fundamental innovation in higher education aims to enhance quality and efficiency at all levels This initiative addresses the new demands of industrialization and modernization, aligns with global economic integration, and meets the learning needs of the population.

Pour atteindre ces objectifs, le texte officiel du gouvernement vietnamien donne aux établissements des directives précises, dont la restructuration des curricula, afin de faire

Enhancing learners' potential in research and professional skills is essential for their successful integration into society and the job market The decree outlines two types of curricula: research-oriented and professional-oriented, with a clear emphasis on the latter, prioritizing training programs that focus on professional development.

The decree 36/2004/QĐ-BGD&ĐT, issued on October 25, 2004, by the Ministry of Education and Training, allows institutions to develop minor programs (ranging from 25 to 45 credits) in various specialties such as international relations, management, English, or Russian Institutions also have the flexibility to incorporate elective courses deemed beneficial for enhancing students' integration into the job market These courses are categorized under a section titled "Supplementary Knowledge," comprising a total of 25 instructional hours.

UV au maximum Cette marge de manœuvre est intéressante pour les établissements qui souhaitent valoriser leurs formations par un programme plus professionnalisant

On September 30, 2008, an official decree, 1400/QĐ-TTg, initiated a comprehensive national project focused on the teaching and learning of foreign languages within the national education system for the period of 2008 to 2020 The project's objectives are clearly defined, aiming to enhance language proficiency and promote global communication skills among students.

By 2020, most Vietnamese youth who have completed higher education will confidently and independently use foreign languages for communication, study, and work in an international, multilingual, and multicultural environment Mastery of foreign languages will be a significant asset for Vietnamese individuals, contributing to the country's industrialization and modernization efforts.

Le même décret donne aussi des directives pour la conception des programmes de formation en langues étrangères :

Designing and implementing foreign language instruction for essential, basic, specialized, and elective subjects in advanced fields within the final year of university education is crucial for enhancing academic proficiency and global competitiveness.

The University of Hanoi is at the forefront of the renewal movement in higher education According to Nguyen Thi Cuc Phuong (2012), since 2002, the university has established six English-language programs in various fields beyond languages, including Management, Tourism and Travel Management, International Studies, Banking and Finance (2002), Information Technology (2005), and Accounting (2007) An initial assessment of these English programs has been conducted.

2011 a confirmé leur réussite : un taux élevé d’étudiants qui trouvent du travail à la fin de

The University Rectorate promotes the recognition of foreign degree equivalency by encouraging foreign language departments to specialize and professionalize their programs This initiative includes the creation of new bachelor's degrees taught in foreign languages or language-focused degrees tailored towards specific professions and sectors.

La professionnalisation des programmes de formation au Dộpartement de franỗais 23

Au Dộpartement de franỗais, le mouvement de restructuration se manifeste par :

The establishment of a Business Communication degree in French marks a significant milestone as it is the first of its kind in Vietnam, welcoming its inaugural cohort of students in the 2016-2017 academic year This training program was developed in collaboration with the Université Libre de Bruxelles Concurrently, efforts were made to enhance the faculty for this degree by facilitating master's and doctoral studies in communication for the teachers.

The restructuring of the current French license into two options—Translation-Interpretation and Tourism—features a curriculum based on a capitalizable credit system This initiative is in accordance with Article 4.3 of the framework program for the French license from the Ministry of Education and Training, which allows for the inclusion of complementary modules from specialties other than French This addition aims to broaden the professional opportunities available to students upon graduation from the university.

25 et 45 UV, ces derniers constituent alors un programme mineur, à côté du programme majeur qui est la licence en franỗais

According to Nguyen Thi Cuc Phuong (2012), the choice of specializing in tourism is supported by a field survey, which revealed that two-thirds of the 65 alumni from the department are currently working in tourism-related jobs since graduating from university Additionally, the same proportion expressed a desire for the department to expand its training offerings to include a Tourism option or at least a program for training French-speaking tour guides.

In the Tourism option, all instruction will be conducted in French, comprising a total of 38 credits for courses and 9 credits for internships The curriculum includes 8 mandatory courses worth 30 credits, along with 4 elective courses from which students must select 2 to earn the remaining 8 credits This selection is tailored to their professional orientation, specifically for careers as tour guides or travel agents (travel consultants or product managers).

La place de notre recherche dans la réforme des cursus du Département

L’équipe de concepteurs de l’option Tourisme dont nous faisons partie a décidé de respecter les étapes de la conception d’un programme de formation suggérées par Vignard

In 2011, as referenced by Nguyen Thi Cuc Phuong (2012), the process involves three key steps: first, developing a professional activity framework with the assistance of industry experts; second, creating professional competency standards based on the identified activities; and third, formulating a training framework.

To assess the needs in the tourism sector, we conducted a preliminary survey to identify professions that frequently hire French graduates We identified three key roles: tourist guide, travel advisor, and product manager Therefore, the Tourism option we are developing aims to adequately prepare French graduates for these career opportunities.

A preliminary draft of this program was developed after consulting numerous experts in the field Simultaneously, we conducted interviews with around twenty tourism professionals from the three occupational groups to establish the professional activity framework that will guide the training reference.

Ensuite, le référentiel de formation servira à la conception des syllabus de chacun des cours de l’option Tourisme

Initially focused on general French didactics, we have redirected the thesis study to enhance its relevance for our institution Our project involves designing and testing a training module for oral presentations aimed at future tour guides through Problem-Solving Situations This initiative aligns with the development of the Tourism option within the Department Once validated and improved, the module can be integrated into the Tourism Communication course, which accounts for 3 credits out of a total of 39 in the program Additionally, the design approach will serve as a model for structuring the content of other courses within the curriculum.

The ability to communicate effectively in a foreign language is the primary requirement for agencies when hiring a guide However, many young French-speaking guides, despite possessing a B2 level in the Common European Framework of Reference for Languages (CEFR) upon graduating university and holding a Vietnamese guiding certificate, still struggle to deliver high-quality presentations in the language.

The French Bachelor's degree with a Tourism option equips students with essential knowledge and practical skills for various tourism professions, such as travel advisor and tour guide This program is designed to meet labor market demands, aligning with the University of Hanoi's reform policy aimed at attracting high school graduates By focusing on professional training, the curriculum emphasizes the importance of oral presentation skills in French for future guides, as identified through a thorough analysis of market needs.

Délimitation du champ de recherche

En didactique du franỗais langue ộtrangốre

3.1.1 Franỗais de spộcialitộ ou franỗais sur objectifs spộcifiques ?

Focusing on the oral presentation of tour guides in organized travel as part of a professional training program at the end of university studies, this research situates itself within the field of French as a Foreign Language didactics This approach enables a relevant analysis of needs and the design of effective educational frameworks.

In the Dictionary of Didactics of French as a Foreign and Second Language, Cuq (2003) does not differentiate significantly between French for Specific Purposes (FOS) and French for Specialties (FS), viewing the latter as a continuation of the former According to Cuq, the goal of FOS is not merely language mastery, but rather the acquisition of linguistic skills for professional or academic communication contexts FOS began to develop in the 1970s, originating from instrumental French in Latin America and specialty French designed for science students in France It contrasts with general French due to its focused objectives, intensive modality, and short learning duration Additionally, it requires a specific program development process that starts with needs analysis: identifying target communication situations and the actual spoken or written discourse involved, gathering authentic linguistic data, and transforming it into effective linguistic training materials.

Cuq identifies two approaches to implementing the FOS: the first involves creating a tailored program on demand, designed specifically for an audience with a particular goal in mind.

The article discusses two distinct approaches to language learning: one is aimed at professionals or university students with clear objectives, while the other focuses on less defined professions or disciplines The latter approach utilizes specialized language methods that cater to a broader audience, such as French for hospitality, medical French, or business French These methods are designed to meet the specific needs of learners in various fields, enhancing their language skills in context.

Si l’on suit cette typologie de Cuq, le module que nous allons concevoir fait partie du FOS, plutôt de la première catégorie

Mangiante & Parpette (2004) distinguish between specialized French and French for Specific Purposes (FOS) Specialized French focuses on specific fields such as medical, legal, or agricultural French, or on professional sectors like tourism and hospitality In contrast, FOS encompasses a broader range of situations, regardless of specialization, exemplified by courses designed to equip students in France with essential academic skills like lecture comprehension, note-taking, and oral presentations From this perspective, our research aligns with specialized French, particularly in tourism The authors highlight that institutionally and didactically, these are two distinct approaches: specialized French is supply-driven, while FOS is demand-driven To attract a wider audience, institutions offering specialized French courses adopt a comprehensive approach to a discipline, showcasing the diversity within the field For instance, a tourism French method may include scenarios relevant to various roles such as guides, travel advisors, receptionists, and restaurateurs Conversely, FOS is tailored to specific needs and requests, focusing on individual professions Consequently, specialized French programs are more widely recognized and published by reputable publishers, whereas FOS programs are often a patchwork of existing diverse materials, aiming to meet the precise needs of a targeted audience.

L’élaboration des cours spécifique de l’orientation Tourisme de notre Département correspond à une approche de l’offre Or, pour son caractère professionnalisant, le

The 28-program initiative aims to train individuals for various tourism professions, with a focus on developing a specialized module exclusively for future tour guides This targeted approach addresses the unique needs of a limited audience engaged in a specific profession, highlighting the distinctive nature of the guide's role within the tourism industry.

In conclusion, our research exhibits characteristics of FOS as it targets a specific profession: Vietnamese French-speaking guides, and examines a particular professional situation within this field.

The proposed system is based on a problem-based learning approach, where learners are tasked with solving real-life challenges they will encounter in their future careers, thus engaging in authentic, practical tasks This method aligns seamlessly with the latest trends in language education, particularly in the teaching of French as a foreign language, which will be discussed in the following section.

3.1.2 La didactique actionnelle du franỗais langue ộtrangốre

The 2000s marked a significant shift in language and culture education with the introduction of the Common European Framework of Reference for Languages (CEFR) by the Council of Europe This development has led curriculum designers, textbook authors, evaluators, and educators to adopt an action-oriented approach in language teaching.

The perspective presented here is primarily action-oriented, viewing language users and learners as social actors engaged in various tasks beyond mere language use, within specific contexts and environments Speech acts occur within linguistic actions, which are embedded in social actions that provide them with their full meaning.

Effective communication leads to action, with some researchers emphasizing the concept of co-action The goal of learning extends beyond language skills to include social action competencies Learners have evolved into language users and social actors who engage and interact with others.

Selon Puren (2007), les unitộs pộdagogiques doivent ờtre conỗues comme des unitộs d’action et non pas de communication Les documents doivent être mis au service de l’agir,

Language skills should be utilized to support actions rather than merely for communication purposes Communication itself should serve the actions taken, emphasizing the importance of integrating both elements within the teaching and learning process Ultimately, both communication and action must be aligned to enhance educational effectiveness.

What is a task? A task involves one or more subjects strategically mobilizing their skills to achieve a specific outcome The action-oriented perspective also considers cognitive, emotional, and volitional resources, as well as the overall capabilities that the social actor possesses and utilizes.

The use and learning of a language involve actions performed by individuals as social actors who develop a range of general skills, particularly in communication They apply their existing competencies in diverse contexts and under various constraints to engage in language activities that involve processing texts on specific themes By employing the most suitable strategies for task completion, their language proficiency is either reinforced or modified through interactions with others.

Les compétences générales individuelles du sujet apprenant ou communiquant reposent notamment sur les savoirs, savoir-faire et savoir-être qu’il possède, ainsi que sur ses savoir- apprendre

Une revue rapide de la nouvelle approche dans le domaine de la didactique du franỗais langue étrangère permet de trouver le sens de notre recherche

Our research targets future guides who will use French in their professional lives A French-speaking guide plays a crucial social role, interacting with various stakeholders such as tourists, drivers, tour operators, and vendors They have multiple responsibilities, including welcoming tourists, assisting them to their hotels, and guiding them during visits Each of these tasks requires the guide to employ not only language skills in French and Vietnamese but also general competencies like intercultural communication, as well as professional skills in guiding and organizing tours Every action takes place within a specific environment.

En sciences de l’éducation

Our research focuses on professional training, specifically examining the teaching of a discourse genre (oral presentation) related to the profession of French-speaking tour guides in Vietnam We will utilize concepts relevant to this field of study, including formal and informal training, observation of professional practices, and the role of identity representation in establishing a communication contract between guides and tourists within specific professional contexts.

Our study focuses on a specific branch of French, but it also intersects with the broader field of didactics, which examines the relationship between teaching and knowledge acquisition We aim to develop a reference framework for best practices in oral presentations, informed by field observations This approach will be supported by learning theories such as didactic transposition, content scripting, and training engineering, particularly in the design of educational pathways and curricula.

The problem-based situations we will design and experiment with are educational scenarios that align with the socioconstructivist and interactive approach Their design and implementation require reflection on key concepts in educational sciences, such as group work, sociocognitive conflict, and the zone of proximal development.

This article analyzes the oral presentations of tour guides, focusing on how they prepare their talks It emphasizes the examination of practices within professions that involve human interaction.

We also focus on the concept of resources and resource mobilization, which is especially crucial for self-training among newcomers in the profession, as highlighted by Adé & Lescouarch (2015) Additionally, we explore both formal and informal training to better understand the learner profile of our audience.

Regard rétrospectif sur les recherches du même domaine

3.3.1 Didactique du franỗais du tourisme

French for tourism, whether studied as specialized French or for specific objectives, has been the subject of extensive research in the field of teaching French as a foreign language.

In the realm of discourse analysis, research primarily focuses on written texts such as tourist guides and advertisements to explore themes of identity and otherness, as well as travel invitations, as seen in the works of Baider, Burger & Goutsos (2004) Studies also examine stereotype configurations, like Bova's (2000) analysis, or create textual and discursive typologies for educational purposes, as demonstrated by Cantón Rodríguez (2006) Notably, Bakah's (2010) thesis is unique in its examination of oral discourse from guides, comparing it to written texts by guide authors Bakah's comparison considers three key aspects: discussed themes, polyphony, and deixis (including personal, non-personal, temporal, and spatial references) that characterize these discourses, with the analysis focusing on the regularity of these elements.

Recent master's theses from Vietnam and Belgium have aimed to design training activities for Vietnamese learners of French in the tourism sector These studies have analyzed discursive and intercultural competencies in French tourism textbooks (Demonty, 2006) and proposed a meta-communicative approach to handle unexpected situations in intercultural communication (Lambert, 2007) Additionally, role-playing and global simulation activities have been suggested to enhance oral interactions in professional tourism contexts (Tran Thi Thu Hien, 2012) However, it is noteworthy that, except for Lambert's contributions, these activities have not been tested in classroom settings, and the materials primarily consist of texts Only Tran Thi Thu Hien focused on oral skills but did not provide specific materials Bakah (2010) suggested themes for a training program on oral discourse for guides, yet this choice was not based on his discursive analyses.

In addition to these themes, Bakah has also created educational resources that utilize both oral and written materials from his corpora The approaches suggested by Bakah are diverse, including language analysis, competency-based methods, and simulations; however, these educational proposals have not been validated through experimentation.

In 2000, Frédéric Broisson, head of the AUF (Agence Universitaire de la Francophonie) branch in Danang, developed a specialized tourism module for Vietnamese students in the AUF's Tourism program who were preparing for an internship at a tourism fair in France Following a preliminary survey to understand the students' profiles and expectations, the training module includes a comprehensive simulation of situations likely to be encountered during the internship, an analysis of both promotional and non-promotional tourism texts, and exercises focused on the discursive analysis of these writings While the simulation features some oral components, such as argument presentations, questions and debates, and site presentations using brochures created by the students, the primary focus remains on written discourse in the tourism sector, emphasizing both comprehension and production skills.

3.3.2 L’application des Situations-Problèmes dans l’enseignement des langues

The foundations of the Situation-Problem approach can be traced back to John Dewey, an influential American philosopher and educator In France, this pedagogical method was first defined and implemented primarily in the field of science education, as noted by researchers like Meirieu (1989) and Fabre (1999) Additionally, Arsac, Germain, and Mante (1991) differentiated between open problems and situation-problems within science teaching Consequently, it is not surprising that the initial applications of this approach have been observed in the teaching of sciences, including mathematics and physical education In the realm of human sciences, Dalongeville and Hubert (1989) further explored its implications.

2000) et Dalongeville (2007) ont fait publier des ouvrages sur l’utilisation des situations- problèmes pour enseigner l’histoire au lycée

Pour généraliser les situations-problèmes dans l’enseignement de plusieurs matières au secondaire, des ouvrages plus pratiques comme celui de De Vecchi & Carmona-Magnaldi

In 2007, the authors provide a clear explanation for educators about what a problem-based learning situation is, detailing its design and processes They offer practical examples of its application across various subjects, including mathematics, physics, life sciences, earth sciences, music education, physical education, and even French language studies.

The problem-situation concept originated in science education and was only applied to teaching French as a mother tongue in preschool settings starting in the 2000s, particularly for reading instruction.

(Balslev et al., 2005), ou encore pour enseigner la grammaire, l’orthographe et le vocabulaire à l’école primaire (De Vecchi & Carmona-Magnaldi, 2007)

In the teaching of French as a foreign language, the communicative approach is employed alongside the concept of problem situations in secondary education in France and beyond Instead of focusing solely on problem situations, methods such as role-playing, global simulations, and later, project and task-based approaches are utilized This intersection of methodologies will be explored further in a theoretical note in a subsequent chapter.

In conducting research on the didactics of French as a foreign language within a professional training framework, we find ourselves at the intersection of specific objectives in French didactics and educational sciences The theories related to the didactics of French for specific purposes (FOS), cognitive psychology, and professional practice analysis will illuminate the first part of our research, focusing on the discourse analysis of the guide's manual Meanwhile, theories surrounding the action-oriented approach, FOS engineering, and problem-situation frameworks will assist us in designing educational scenarios that facilitate the learning of professional discourse pertinent to the role of a guide.

Our review of research trends and related studies has highlighted the significance of our investigation: analyzing the oral presentation of a tour guide as a discursive genre and employing problem-based learning in the teaching of French with specific objectives.

L’analyse du discours dans l’enseignement des langues

La notion de discours

Classical philosophers distinguished between discursive knowledge, which is the result of a rational sequence of reasoning and is characteristic of scientists, and intuitive knowledge, which is more immediate and primarily acquired by individuals in action.

En linguistique, le discours est défini à travers son opposition avec la phrase, la langue, le texte et l’énoncé

Discourse versus sentence: Discourse is a linguistic unit made up of a sequence of sentences, which is why we refer to "discourse grammar" in contrast to "sentence grammar." The analysis of discourse, as discussed by Harris (cited by Maingueneau & Charaudeau, 2002), reflects this distinction Today, the term "textual linguistics" is used in its place.

Discourse and language are distinct concepts; while language represents a system of abstract values, discourse, closely related to speech according to Saussure, manifests language within a specific context This contextualization not only filters existing values but also generates new meanings.

Cette notion a été avancée par Gardiner (cité par Maingueneau & Charaudeau,

2002), qui oriente ô discours ằ vers la valeur sociale : ô le discours est l’utilisation, entre hommes, de signes sonores articulés, pour communiquer

36 leurs dộsirs et leurs opinions sur les choses ằ, alors que d’autres linguistes, comme Guillaume (Maingueneau & Charaudeau, 2002) optent pour sa valeur mentale

• Discours vs texte : le discours est l’inclusion du texte et son contexte (de production et de réception), selon Adam (1990)

In linguistic analysis, the distinction between discourse and utterance is crucial An utterance is understood as a transphrastic unit viewed as a linguistic entity Conversely, when this unit is perceived as a reflection of a socio-historically determined communicative act, it is classified as discourse This concept aligns with Guespin's insights as referenced by Maingueneau.

According to Charaudeau (2002), examining a text through its linguistic structure transforms it into a statement, while a linguistic analysis of the conditions under which the text was produced turns it into a discourse.

Maingueneau, dans le Dictionnaire de l’analyse du discours (Mainguenau & Charaudeau,

2002) définit le discours à travers ses caractéristiques:

Discourse requires a transphrastic organization, contrasting with Harris's classic definition that views discourse as a series of sentences (cited by Mainguenau & Charaudeau, 2002) A sentence can constitute discourse if it serves as a complete discursive unit, adhering to the organizational rules prevalent within a specific community, including those related to text structure and statement length.

The discourse is oriented, designed with the speaker's perspective in mind, and unfolds over time The speaker, aware of this linearity, leads the listeners through a process of anticipation This guidance varies significantly depending on the context—whether the statement is delivered by a single speaker or multiple participants In the former case, the discourse is controlled, at least within certain sequences, while in the latter, it may be diverted or interrupted by the listeners.

Speech is a form of action, where every utterance serves as an act aimed at altering a situation At a higher level, these acts are part of specific linguistic activities, which are interconnected with non-verbal activities.

The discourse is inherently interactive, as every utterance, even those made without the presence of the recipient, involves a foundational interactivity It represents an exchange, whether implicit or explicit, with other speakers, whether virtual or real, and always entails a connection with others.

37 présence d’une autre instance d’énonciation à laquelle s’adresse le locuteur et par rapport à laquelle il construit son propre discours

Discourse is inherently contextual; it cannot be fully understood without its surrounding context The meaning of a statement is deeply tied to the situation in which it is expressed Additionally, discourse plays a crucial role in shaping and even altering the context as it unfolds.

Discourse is only meaningful when it is connected to a source that provides personal, temporal, and spatial references, while also indicating the speaker's attitude towards the subject matter and their interlocutor This process of modalization is essential for understanding the context and implications of the discourse.

Discourse is governed by established norms, which include both general social standards and specific regulations dictated by the laws of discourse Every speech act occurs within a legal and psychological framework, as outlined by Ducrot (cited by Maingueneau & Charaudeau).

Discourse exists within an interdiscursive framework, where each genre of discourse uniquely navigates the complexity of interdiscursive relationships Categorizing a discourse into a specific genre inherently connects it to an infinite array of other discourses.

Typologies des genres discursifs

L’analyse du discours repose sur le classement des discours produits dans la société

Classifying discourse is an essential aspect of communication competence, as noted by Mainguenau (Maingueneau & Charaudeau, 2002) This skill enables individuals to comprehend texts, reproduce them, and facilitate their circulation within society.

Dans la tradition littéraire, on définit le genre selon :

- Des critères de composition, de forme et de contenu (poésie, théâtre, roman, essai… et puis des sous-genres à l’intérieur de ceux-ci) ;

- Des critốres qui renvoient à diffộrentes faỗons de concevoir la reprộsentation de la rộalitộ (genres romantique, réaliste…) ;

- Des critères qui renvoient à la structure des textes et à l’organisation énonciative : le fantastique, l’autobiographie…

The issue at hand is that a single type of text can simultaneously meet multiple criteria in either a homogeneous or heterogeneous manner Given the wide variety of criteria and their occasional overlap, this complexity often leads to ambiguous and unclear classifications.

4.2.2 Vers une typologie des typologies

Petitjean (cité par Mainguenau & Charaudeau, 2002) propose une typologie des typologies Selon lui, il existe trois types de typologies :

Homogeneous typologies rely on a single foundation to create an abstract framework that is distinct from concrete texts For instance, Adam (1990) categorizes various fundamental types based on cognitive procedures, including descriptive, narrative, and argumentative types He introduces an intermediate level between sentences and texts, referred to as sequential, which serves as a prototypical representation of narrative, description, and argumentation Similarly, several authors discuss the concept of "textual genres."

- Les typologies intermédiaires recourent à des critères hétérogènes mais en les organisant dans un ô foyer classificatoire ằ : essentiellement ộnonciatif, l’intention de communication ou les conditions de production

Heterogeneous typologies combine criteria from distinct classificatory frameworks, such as communicative intention, thematic elements, medium, and enunciative context This approach allows for the analysis of discourse genres, which are socio-historically established speech devices, including television news, medical consultations, news reports, and literary essays.

Mainguenau (Mainguenau & Charaudeau, 2002) distingue trois types de typologies :

Emanating from the relationship between statements and their context of enunciation, typologies of enunciation are foundational in discourse analysis Benveniste's (1966) typology serves as a cornerstone, distinguishing between narrative (the récit) and discourse Building on this, J.-C Beacco and S Moirand analyze genres by examining the formal characteristics of texts and identifying recurring markers Bronckart (1996) further categorizes types of discourse using two criteria: involvement versus autonomy concerning the enunciation situation, and conjunction (exposition) versus disjunction (narration) He identifies four fundamental types of discourse: interactive discourse (exposition/involved), interactive narrative (narration/involved), theoretical discourse (exposition/autonomous), and narration (narration/autonomous).

- Les typologies situationnelles : les classements reposent sur le domaine d’activité sociale dans lequel s’exerce le discours Ainsi, on tient compte des zones de la société (l’école,

Discourses can be categorized based on their production context, such as educational settings or healthcare environments, as well as by sector, including journalistic and political genres A distinction is made between institutionalized genres, like classroom lectures, and actual genres, such as informal conversations Additionally, typologies may consider the status and relationships of participants, such as hierarchies, age differences, or ethnic group affiliations Ideological positioning also plays a role, leading to classifications like communist or employer discourse during specific historical periods.

Functional or communicative typologies classify language activity based on the communicative act's orientation Jakobson (1963) identifies five key functions: emotive, conative, phatic, poetic, and referential Halliday (1973) offers a more sociological perspective, proposing functions such as instrumental, interactional, personal, heuristic, imaginative, ideational, and interpersonal Additionally, Anglo-Saxon literature often distinguishes between two major functions: transactional, which focuses on content expression, and interactional (or interpersonal), which emphasizes social relationships and personal attitudes, as noted by Brown and Yule (cited by Mainguenau).

& Charaudeau, 2002) Pourtant, cette classification se heurte à plusieurs problèmes : les fonctions communicatives ne correspondent pas forcément aux intentions communicatives des locuteurs, et un même discours peut associer plusieurs fonctions

According to Bakhtin (1984), genres are dependent on the communicative nature of verbal exchanges He categorizes them into two main types: "primary genres," which are natural and spontaneous productions, and "secondary genres," which are constructed and institutionalized, deriving from the primary genres.

According to Maingueneau and Cossuta, it is essential to identify and describe types of discourse that serve a foundational role, referred to as constituents, including religious, scientific, philosophical, literary, and legal discourse Charaudeau (2000) aims to anchor discourse within a social context while also considering psychological lineage This author delineates genres at the intersection of situational constraints defined by the overall communication contract, the constraints of discursive organization, and the characteristics of textual forms, which can be identified through the recurrence of formal markers For Charaudeau, the features of discourse are fundamentally dependent on their situational production conditions.

40 contraintes qui déterminent les caractéristiques de l’organisation discursive et formelle, les genres de discours sont des ô genres situationnels ằ

We choose Charaudeau's typology because, although it focuses more on the conditions of discourse production rather than text form, it comprehensively addresses the discursive genre by considering its multiple aspects: the social anchoring of discourse, its communicative nature, compositional regularities, and formal characteristics Furthermore, these aspects are inseparable and mutually condition one another.

4 3 La théorie de contrat de communication de Charaudeau

To understand the nature of discourse shaped by its communication contract, it is essential to analyze its components This analysis will serve as the foundation for examining the specific type of discourse that is the focus of our study: the oral presentations by French-speaking Vietnamese guides.

In discourse analysis, the communication contract, as defined by Charaudeau (Mainguenau & Charaudeau, 2002), encompasses the conditions under which any act of communication occurs, whether oral or written, and whether monologic or dialogic It enables participants in a linguistic exchange to understand each other's identities, recognize the purpose of the communication, agree on the thematic subject of the exchange, and consider the material constraints influencing the act The communication contract outlines these conditions in terms of psychosocial stakes through its situational and communicational components (Charaudeau, 1995b), thus establishing a "collective memory" that is socio-historically rooted From the perspective of the interpreting subject, it facilitates an understanding of a communication act even before its details are perceived Consequently, this theory of the communication contract relates to a theory of genres, as the constraints defined by the contract are what delineate a specific genre of discourse.

4.3.1 L’identité du sujet du discours

According to Charaudeau (2009), a communicator's identity is multifaceted It consists of biological data, which reflects our physical being; psychosocial data, which encompasses how others perceive us; and self-constructed data, which represents how we choose to present ourselves.

The identity of a communicating subject is comprised of two main components: social identity and discursive identity Discourse is not merely language; its meaning is significantly shaped by the speaker's social identity This social identity requires reinforcement, recreation, or sometimes concealment through the speaker's linguistic behavior Conversely, discursive identity relies on the foundation of social identity Thus, the speaker's power of influence is built upon the interplay of these two identities.

Social identity is primarily established through the legitimacy of one's voice within a communication context The process of gaining legitimacy involves recognition from others, based on a shared value that is universally accepted.

Ainsi, la légitimité dépend des normes institutionnelles dans chaque domaine de la pratique sociale Ces normes attribuent des statuts, des places et des rôles à ceux qui en sont investis

Genres discursifs et enseignement des langues

4.4.1 En didactique des langues étrangères : l’approche communicative

The study of gender roles in language teaching is closely linked to the evolution of the terminology surrounding competence and performance, particularly in communication and language use.

According to Hymes (1972), communication competence extends beyond linguistic ability to encompass rules of usage This competence is characterized not only by knowledge but also by the willingness to use it, involving cognitive components as well as affective and volitional factors Furthermore, performance should not be viewed merely as the application of individual competence; instead, it should be considered from an ethnographic perspective of symbolic forms, reflecting the diverse genres utilized within a community.

Individual competence and performance are intertwined with social genres, which are often codified and ritualized Each performance event can refresh and potentially evolve these genres Hymes (1984) addressed the significance of genres in his renowned SPEAKING model of communication, first introduced in 1962 and solidified by 1967 This model encompasses various elements: setting (scene, context), participants, ends (projected and achieved goals), acts (sequences of actions), key (tones), instrumentalities (codes and channels), norms (interaction and interpretation standards), and genres.

Hymes' concepts, rooted in an ethnographic perspective of communication, played a pivotal role in the emergence of the communicative approach to language teaching in the 1970s This shift paved the way for an integrated and action-oriented language education.

According to Coste, De Pietro, and Moore (2012), the field of language didactics has overlooked many aspects of Hymes' conception, which actually enriches the discipline This includes its grounding in specific contexts that it helps to shape, as well as its social, collective, and identity-based dimensions Instead of adopting a universal and utilitarian approach, it should focus on a genuine ethnography of language communities The complexity and subtlety of Hymes' models pose challenges for didactics, which is inherently reductive, normative, and homogenizing, making it difficult to fully incorporate these nuanced perspectives.

Ce qui est plus grave, c’est la réduction de la communication à une pragmatique aux accents parfois néolibéraux et l’atomisation des compétences lorsqu’on arrive à lister des

48 compétences et des sous-compétences qui finissent par ressembler aux taxonomies d’objectifs de Bloom (Bloom & Krathwohl, 1956)

4.4.2 En didactique des langues de scolarisation

The 1990s and early 2000s saw significant curriculum reforms in developed countries such as France, Switzerland, and Canada, leading to a reevaluation of communication skills and language performance in numerous studies.

Bronckart and Dolz (1999) from the Geneva team analyze the evolving logic of competencies, highlighting the need for constant adaptation to new objectives and tools in increasingly flexible work situations As certified knowledge is no longer sufficient to prepare future professionals, training must focus on equipping them with broader and more adaptable skills These competencies enable individuals to handle a variety of tasks and make timely, appropriate decisions Competencies are understood in terms of performance, specifically the effectiveness of individuals in executing specific tasks.

Bronckart and Dolz (1999) proposed a new conceptual framework for teaching French as a mother tongue, based on three key principles The first principle emphasizes the role of educational institutions in enhancing social cohesion by ensuring mastery of general language activities at the foundational level before advancing to more specific practices The second principle acknowledges the incompleteness and diversity of scientific knowledge, suggesting that training programs should utilize coherent didactic models to incorporate distinct areas of knowledge, which should then be transposed and re-integrated The final principle addresses educability, requiring modern didactics to analyze specific situations and teaching methods that promote learner appropriation Based on these principles, Bronckart and Dolz assert that the overarching goal of language teaching is the mastery of text genres, defined as higher-order units that partially dictate syntactic structuring processes and lexical choices Furthermore, the selection of genres for teaching should be based on their representativeness, acknowledging the limitless number of genres that can be organized systematically.

The pedagogical approach involves four key steps: first, developing a coherent yet adaptable didactic model for the genre being taught, which clarifies the content and addresses three main objectives related to language action, discourse management, and learners' mastery of linguistic mechanisms; second, assessing the learners' existing capabilities in these areas—action, discourse, and linguistic-textual skills; third, designing instructional sequences focused on the specific aspects of these capabilities; and fourth, evaluating the learners' new skills and the effectiveness of the teaching.

In Quebec, the educational reform emphasizes mastery of French as a transversal competency, with research by Chartrand (2000) and Chartrand & Blaser (2006) focusing on the teaching of French as a language of disciplines The Quebec team investigates written genres within disciplines, particularly the epistemic function of writing in knowledge appropriation and co-construction of disciplinary skills According to Chartrand (2000), mastering writing is essential for academic success, requiring students not only to apply the rules and norms of written language but also to develop adequate representations of various writing genres, especially academic texts The research is grounded in Bakhtin's (1984) concept of "secondary genre," which refers to historically constructed discursive forms that differ according to sociocultural contexts and communicative purposes Each discipline possesses its unique genres, distinguished by their objectives, production and reception contexts, linguistic and rhetorical forms, and the worlds they evoke These genres emerge from social practices, specifically scientific and educational contexts, and belong to distinct discursive communities Therefore, teaching disciplinary language is only effective within its specific context, highlighting the need for educators to be well-equipped to develop students' language skills pertinent to their respective disciplines.

In the field of teaching French as a language of disciplines, Beacco, Coste, Van de Ven, and Vollmer (2010) developed a linguistic program for scientific subjects in Europe This initiative consists of four key steps: first, an inventory of the targeted disciplinary competencies; second, an assessment of the relevant linguistic skills; third, the integration of these competencies into the curriculum; and finally, the evaluation of students' performance in both language and discipline-specific contexts.

The article outlines 50 components of targeted knowledge and emphasizes the importance of identifying various forms of communication, specifically types of discourse, utilized in teaching and learning It highlights the distinct roles these discourse forms play in the educational process Furthermore, it calls for the development of descriptors for each type of discourse, focusing on the language skills required to effectively manage each genre.

4.4.3 En didactique des langues étrangères : le CECR

In the field of foreign language teaching, the discourse genres approach has been integrated into language program frameworks These frameworks, organized as the Description of Reference Levels of the CEFR (Common European Framework of Reference), serve as tools to translate the competency descriptors of the framework into various languages.

The French reference levels, ranging from A1 to C2, utilize categories of discourse types and repertoires, with broader classifications encompassing more specific ones within a hierarchical structure (Beacco, 2013) Each reference level outlines a desired discourse repertoire for learners, such as family and friend correspondence, planning, street names, and stations, particularly for written reception and production activities at the A2 level (Beacco, Lepage, Porquier & Riba, 2008).

Afin de raisonner le choix de l’approche par genres discursifs, les auteurs de ces référentiels se sont appuyés sur quelques principes synthétisés par Beacco (2013) :

- La notion de genre de discours est constitutive de l’expérience communicative de tout locuteur ;

- Chaque locuteur dispose d’un répertoire de genres et de langues que l’éducation a pour responsabilité de valoriser et d’élargir ;

- Bien des genres ne relèvent pas de l’expérience ordinaire des échanges verbaux mais supposent une forme d’acquisition qui permette de les comprendre et de les produire ;

- Apprendre une langue étrangère revient à s’approprier une langue inconnue par de nouveaux genres

According to Beacco (2013), the introduction of discourse genres in language teaching represents a detailed form of the competence-based approach, as each genre fits into broader activities such as oral or written reception and oral interaction within the framework Thus, the genre-based approach to discourse is essentially a rephrasing of the communicative approach to language teaching However, some educators critique this methodology.

Les modèles d’analyse des discours professionnels

Since the oral presentations by Vietnamese French-speaking tour guides occur in the workplace, this section will summarize the key movements in analyzing interactions and discourse in a professional setting for educational purposes This summary is based on the synthesis by Mourlhon-Dallies (2008).

The aim of this study is to derive reflections and recommendations for the discursive analysis of the oral presentation of the French-speaking Vietnamese tour guide, which will be conducted later in our research.

4.5.1 Les modèles d’analyse des interactions au travail

The common thread among the models derived from the works of Lacoste (2001), Borzeix (2001), Grosjean (2001), Filliettaz & Saint-Georges (2006), and Bronckart (2004) is the analysis of situated interactions closely linked to actions in the workplace These analyses consider the temporality of professional discourse, specifically the three phases of discourse: before, during, and after the action They differentiate between prescribed work, actual work, and interpretative work, focusing on the potential discrepancies between various representations of the action.

The effectiveness and educational perspectives of analyzing gestures and speech warrant discussion, as this method does not aim to create a catalog of appropriate actions and words Instead, it provides interpretations of context for application in rarely similar situations A key issue is the gap between expected action models and reality, where the analyzed discourse may be vague and imprecise This imprecision can be attributed to the professional knowledge of the speaker and their interlocutors, allowing for mutual understanding despite the lack of clarity Additionally, the presence of unspoken elements and silences poses a challenge for language teaching, raising questions about how to model these "blank spaces" in discourse while focusing on the "full" aspects of interactions Furthermore, the analysis often overly emphasizes the interactants, neglecting the activity itself, which suggests a need to shift from analyzing communication between individuals to examining the communication process as a whole.

A potential solution for analyzing work dynamics is to examine the role of exchanges and focus on the operational values of non-functional verbal interactions during work (Teiger, 1995) Such analyses offer intriguing research perspectives, revealing how individuals can simultaneously engage in multiple tasks of varying nature and produce diverse exchanges with different interlocutors.

Alongside the study of workplace interactions, which falls under conversation analysis, there is another research stream focused on both oral and written exchanges in professional contexts: Discourse Analysis This approach, significantly developed between 1995 and 2000, has been utilized in language didactics for analyzing specialized discourses.

In its early development, Discourse Analysis (DA), primarily a French school of thought, did not preferentially focus on professional discourse, as these verbal practices, like familiar interactions, are challenging to link to an institutional setting or ideology While they could be associated with the concept of "community of practice" as discussed by Beacco (1992), the focus remained on linguistic practices without delving into the specifics of work activities Specialized discourses, such as scientific, economic, or academic discourse, were examined as verbal constructions circulating among discursive communities, analyzed in terms of thought or representation rather than factual data related to speech production in workplace contexts.

Since the 1990s, discourse analysis has officially addressed "workplace discourse" as a specific type of specialized communication However, research has primarily focused on the oral and written outputs of "word professions," such as print journalism explored by S Moirand and travel agency brochures.

F Mourlhon-Dallies Ces analyses ne se dotent pas encore d’un cadre conceptuel particulier, qui pense le rapport entre le langage et le travail La notion d’activité de travail a été minorée au profit des acteurs participant à la production du discours, à leur réception ou à leur circulation L’importance a été aussi accordée aux représentations de ces acteurs sur l’activité professionnelle en jeu à travers les marques linguistiques et la construction des discours

In professional discourse analysis, the concept of "textualization" has often been emphasized, yet the actual work activities are frequently overlooked Analysts focus solely on "surface realizers" (Moirand, 1990), which are the linguistic markers extracted from the corpus to reflect professional action patterns (professional praxeograms) and stereotypical representations (cultural, domain-specific, etc.) present in the discourse Consequently, the analysis of discourse within the context of French educational work reveals a disconnect between the work environment and professional discourse This gap arises because the exploration of the "textualization" of activities is taken for granted, without considering the analyst's skills in understanding the professional domain and their ability to interrogate the corpus effectively The analysis is limited to the discursive material, neglecting a crucial aspect: the contextual emergence of the discourse, which is often obscured by noise and competing discourses.

The need to move beyond the original theoretical framework to examine professional discourse in context has led to two distinct trends in discourse analysis (DA) The first trend focuses on the discourse itself, analyzing verbal elements and distinguishing types and genres, while the second trend emphasizes interactions in situ, highlighting the primacy of discourse Analysts in the first camp primarily examine verbal components, considering non-verbal aspects only after linguistic analysis to validate interpretative hypotheses In contrast, the second group, including sociolinguists and interactionists, aims to capture discourse as it unfolds in its full complexity across all semiotic dimensions, both verbal and non-verbal They prioritize social contexts over mere corpora, seeking knowledge from practical applications as much as from theoretical models Although the findings from the second approach are insightful for discourse analysis, the research tends to be lengthy and intricate Notably, the first approach remains favored in French language didactics for specific objectives due to its relative ease and lower requirement for professional expertise from the analyst.

To truly become a valuable resource for creating professional French language programs, discourse analysis must revise its theoretical framework and methodology It should also incorporate the multimodal nature of communication.

The concept of work should be understood as a planned, expected, and ritualized activity involving individuals in relation to others Each individual, through their choices, can appropriate and adapt their actions to their specific context, potentially leading to the establishment of new professional practices This action encompasses both linguistic and non-linguistic elements It is essential to evaluate the balance between collective versus individual contributions, inherited versus innovative practices, and conventional versus original approaches in all planned actions A promising area of research may address these tensions between discourse and action through Mediated Discourse Analysis.

4.5.3 L’Analyse des Discours Médiée (ADM)

Developed in the 2000s based on the work of Scollon, the ADM is relatively unknown in France and the French-speaking world It is not intended to be a school or doctrine, but rather a movement that aims to bring together a collection of research The key work associated with this movement is essential for understanding its principles and objectives.

Discourse in Action : Introducing mediates discourse analysis (2005) a éclairci certaines notions qui sous-tendent ce mouvement

The ADM emphasizes the distinction between expected discourse and produced discourse, highlighting the interplay between what is said and done Expected discourses, defined with a capital "D," represent systematic ways of speaking, listening, acting, interacting, believing, judging, and utilizing tools in specific contexts to convey and identify social identity Research in ADM aims to explain how produced discourses—individual expressions written with a lowercase "d"—along with other mediating means, both reproduce and transform these expected discourses Additionally, it analyzes how these discourses influence and reshape the actions that individuals or social groups can undertake at any given moment.

Analyse du discours oral

Puisque le discours du guide relève de l’oral, il nous est nécessaire de mettre ici un cadre constitué des recommandations pour notre analyse dans les chapitres suivants

Riegel, Pellat & Rioul (1994) mentionnent trois points essentiels de cette analyse :

It is artificial to oppose oral and written syntax, particularly when this distinction is based on the norms of written language, which often deem oral syntax as incorrect Analyzing oral syntax is essential for a comprehensive understanding of grammar; however, it is advisable to provide only a brief overview of its characteristics, as defining sentences in spoken language is inherently more complex.

• Une série de caractéristiques des discours oraux tient à leurs conditions de production

According to Blanche-Benveniste (1990), when we produce spontaneous speech, we create it in real-time, leaving traces of this process Oral discourse often includes "scoria," such as repetitions, mistakes, false starts, restarts, interruptions, and breaks in sentence structure The listener witnesses this production process "live," and it is common for the speaker to comment on what they are saying as they speak.

In a monologue, the speaker may hesitate, interrupt themselves, or correct their statements Paying attention to these aspects helps differentiate between the production process of speech and the final discourse itself.

Lèbre-Peytard (2002) ajoute que cette bi-dimensionnalité du langage conduit aussi à distinguer nettement locuteur et énonciateur

• Le discours oral est aussi caractérisé par des phénomènes linguistiques particuliers, qui tiennent aussi à la situation de production : emploi de phatèmes pour faire appel à

In oral discourse, effective communication relies on various techniques that enhance expressiveness, such as emphatic structures and altering word order The distinction between theme and comment, rather than traditional subject-verb-object syntax, plays a crucial role in clarity Additionally, the use of nominal phrases and deixis, particularly presentatives and the pronoun "on" instead of "nous," contributes to the fluidity of speech Simplifications in oral language vary depending on the register, while the repetition of terms and structures reinforces understanding and engagement.

A fourth characteristic of oral discourse, as noted by Lèbre-Peytard (2002), is the presence of internal coherence, which involves prosodic, syntactic, and broader discursive levels that extend beyond individual sentences.

In conclusion, regardless of the communication context, there are inherent components of spoken language that are intrinsic to orality The linguistic features specific to spoken communication are integral to the French language system, whether they involve unique structures or exhibit, with varying frequencies, the same rules as written language.

The concept of discourse has various definitions, but we focus on Mainguenau's interpretation, which describes discourse as a transphrastic organization that is oriented, interactive, and governed by norms It is a contextualized form of action, managed by an entity and situated within an interdiscursive framework This understanding will enable us, in the second part of the thesis, to examine our study subject—the oral presentation of the Francophone Vietnamese guide—from multiple perspectives of discourse.

Similar to discourse, the discursive genre is subject to various typologies, but we focus on Charaudeau's definition (Mainguenau & Charaudeau, 2002), which emphasizes production conditions According to Charaudeau, a discursive genre is characterized by its communication contract, which outlines its production conditions in terms of psychosocial stakes through situational and communicational components (Charaudeau, 1995b) In our research, we base our analysis on the components of the communication contract—social and discursive identity of the speaker, discursive intent, contextual data, and discursive strategies—to identify the characteristics of the oral presentation by the Vietnamese francophone tour guide This analysis will be supplemented by a survey of the professional practices of guides in the preparation and execution of their roles.

65 régulation de leurs exposés L’analyse rend compte aussi des caractéristiques du discours oral dans lequel rentrent les exposés des guides, notre objet d’étude

The genre-based approach has been widely recognized in language teaching, particularly in French as a language of specific disciplines, evolving from the communicative approach of the 1970s to the implementation of the CEFR, alongside educational reforms in French-speaking countries since the 2000s By integrating our training into the teaching of French for specific purposes, we prioritize mastery and appreciation of genres as the main objective of language learning Understanding and producing key genres relevant to the target audience is essential for social and professional integration We also follow the pedagogical approach proposed by Bronckart & Dolz (1999) in designing, experimenting, and evaluating our framework, with our study focusing on the oral presentations of guides, based on our own analytical model.

L’approche par situation-problème et sa place dans les formations

Méthodologie de l’analyse de l’exposé oral du guide

Analyse discursive de l’exposé oral du guide touristique vietnamien francophone

Pratiques de référence des guides touristiques vietnamiens à l’exposé oral

Conception du dispositif de formation à l’exposé oral

Expérimentation du dispositif et rapport des résultats

Tiêu đề	Dạy Thuyết Trình Cho Hướng Dẫn Viên Du Lịch Tiếng Pháp Theo Phương Pháp Tiếp Cận Bằng Loại Hình Diễn Ngôn Và Thông Qua Các Tình Huống – Vấn Đề
Tác giả	Do Quynh Huong
Người hướng dẫn	Silvia Lucchini (UCLouvain), Marcel Lebrun (UCLouvain), Nguyen Thi Cuc Phuong (UH)
Trường học	Universite Catholique de Louvain
Chuyên ngành	Langues et Lettres
Thể loại	thesis
Năm xuất bản	2019
Thành phố	Hanoi

Định dạng
Số trang	392
Dung lượng	4,25 MB