Objectifs de recherche
Our work aims to identify the challenges faced by teachers and learners in specialized high schools in Hanoi regarding the teaching and learning of cultural elements We will also propose relevant methodological and pedagogical solutions to address these issues effectively.
Questions et hypothèses de recherche
This article addresses key questions regarding the challenges faced by learners and teachers in French option classes in Hanoi when it comes to teaching and learning French and Francophone cultural elements It examines whether the cultural content presented in the textbooks "Tieng Phap 10, 11, 12" and "Tieng Phap Nang Cao 10, 11, 12" aligns with the objectives of teaching French as a foreign language to students in these classes Additionally, it explores methodological and pedagogical proposals aimed at enhancing the instruction of French and Francophone cultural elements for students in French option classes Based on these inquiries, we formulate the following hypotheses.
Hypothèse 1 : Les difficultés dans l‟enseignement/apprentissage des faits culturels franỗais, francophones sont dues aux diffộrentes raisons :
Learners often face challenges such as limited linguistic knowledge and a lack of sociocultural understanding, which can hinder their language acquisition Additionally, the heterogeneous language proficiency levels among learners can create disparities in learning experiences A lack of motivation further exacerbates these issues, while insufficient opportunities for communication and limited interactions with native speakers restrict practical language use and development.
Teachers face several challenges in effectively teaching culture in the classroom, including a lack of experience and methodology, an overloaded curriculum, insufficient class time, and a shortage of supplementary materials and resources Additionally, the cultural content often does not align with the objectives of French language teaching and learning, further complicating the educational process.
Ces facteurs constituent un obstacle majeur pour un enseignement/apprentissage efficace des ộlộments culturels franỗais, francophones
Hypothesis 2 suggests that the French and Francophone cultural content presented in the French language curricula for grades 10, 11, and 12, as well as in advanced French courses, showcases key aspects of French culture, including society, education, politics, literature, morals, and customs However, this content does not fully align with the objectives of teaching French as a foreign language (F.L.E) or meet the expectations of learners.
Hypothesis 3 suggests that incorporating appropriate authentic supplementary documents tailored to the learners' level and needs, along with a supportive Francophone environment and teaching methods adapted by educators, can enhance the quality of teaching and learning of French cultural elements in high schools with specialized options in Hanoi.
In this research work, a descriptive method is employed, utilizing techniques such as questionnaires and interviews with both teachers and learners This approach allows for a comprehensive description of the current state of French language teaching and learning, particularly focusing on the cultural elements included in the French textbooks in use Data analysis leads to conclusions regarding the challenges faced by educators and students The pedagogical recommendations derived from this research are based on theoretical foundations and observed realities.
Notre mémoire se compose de trois chapitres :
This article begins with a brief introduction that justifies the choice of topic, outlining the objectives, research questions, hypotheses, methodology, and structure of the thesis The first chapter focuses on the theoretical foundations related to the definitions of "culture" and "intercultural," as well as their significance in the teaching and learning of foreign languages, highlighting the methodological principles involved.
In the second chapter, we will present the current state of teaching and learning the French language and culture in specialized French classes at high schools in Hanoi This analysis is based on data collected from questionnaires and interviews with learners and teachers, as well as our examination of cultural elements found in the French textbooks "Tieng Phap 10, 11, 12" and "Tieng Phap Nang Cao 10, 11, 12."
In the final chapter, we present effective and realistic proposals for the cultural content to be taught and the selection of materials based on the teaching objectives of French as a Foreign Language (F.L.E) within the official curriculum We outline a methodological approach aimed at enhancing the teaching of the French language and Francophone culture in these institutions.
We believe that our research will make a valuable contribution to enhancing the quality of French culture education in high school French classes in Hanoi, as well as enriching and deepening the understanding of the didactics of the French language and culture within the Vietnamese school context.
This chapter highlights the concepts of "culture" and "interculturality" and their significance in teaching and learning the French language and culture It examines various methods of French instruction, ranging from traditional approaches to action-oriented and interdisciplinary methods, focusing on the teaching of foreign culture, specifically French and Francophone culture.
1.1.1 Qu’est-ce que la culture?
The term "culture" originates from the Latin word "cultura" and appeared in the French language in the late 13th century, referring to either a cultivated piece of land or religious worship Today, "culture" encompasses a wide range of meanings and applications across various fields In social sciences, the diversity of its interpretations seems limitless The first definition of culture was provided in 1871 by English anthropologist Edward B Tylor, who described it as a complex whole that includes knowledge, beliefs, arts, morals, laws, customs, and other capabilities and habits acquired by individuals as members of a society.
En 1952, Alfred Kroeber et Clyde Kluckhohn, anthropologues américains, ont rộdigộ une liste de plus de 150 dộfinitions du mot ô culture ằ dans leur livre ô
Culture: a critical review of concepts and definitions ằ
Over time, researchers have provided various definitions of culture According to Quebec sociologist Guy Rocher, culture is "a linked set of ways of thinking, feeling, and acting that are more or less formalized, learned and shared by a plurality of people, serving both objectively and symbolically to constitute these individuals as a particular and distinct community." (Guy Rocher, 1969, 88).
According to CORTES (1993-1994: 46), culture encompasses the heritage of customs, knowledge, and practices that societies pass down through generations It includes the social, religious, and artistic structures that shape human experience Culture serves as both a vessel for individuals to express their imagination and creativity and a reservoir that provides a specific way of life.
Louis Porcher, a French sociologist and writer, provides a relevant definition of culture: “Culture is a set of common practices, ways of seeing, thinking, and doing that help define individuals' affiliations—shared legacies of which they are products and that form a part of their identity” (Porcher, 1995).
On peut constater l‟ộvolution dans la dộfinition du terme ô culture ằ dans le dictionnaire ô Le Petit Robert ằ
En 1995, la culture est définie comme suit :
• Développement de certaines facultés de l'esprit par les exercices intellectuels appropriés; par exemple l'ensemble des connaissances acquises qui permettent de développer le sens critique, le gỏt, le jugement
• Ensemble des aspects intellectuels propres à une civilisation, une nation (La culture occidentale, orientale, la culture gréco-latine.)
Récemment, en 2009, les auteurs de ce dictionnaire ont ajouté :