Pertinence de recherche
Le franỗais est une des langues ộtrangốres obligatoires dans le programme universitaire, une partie importante de connaissances que les étudiants doivent acquérir pendant leurs études
Over the years, grammar teaching has evolved through various methods and approaches, including grammar-translation, SGAV, and functional-communicative methods The question arises: which methodology is best suited for effective grammar instruction?
Grammar has long been a fundamental aspect of learning any language For educators, it is the most crucial linguistic component in language classes, surpassing vocabulary, culture, and phonetics When learners grasp a new grammatical rule, they feel a sense of mastery over part of the language system, even if they do not always apply it in communication Consequently, grammar is a primary focus for methodologists, curriculum designers, and language teachers alike They continuously seek effective methods to teach and learn grammar, aiming to enhance language acquisition and practice for learners.
Information and Communication Technologies (ICT) are defining features of modern society, reflecting each country's development level In education, ICT plays a crucial role by promoting innovative teaching and learning methods, ultimately enhancing educational quality Research has demonstrated the effectiveness of ICT in teaching and learning foreign languages, particularly in French as a Foreign Language (FLE) classes, where Internet use can engage specialized audiences and boost motivation for studying French However, at our Faculty, traditional teaching methods dominate, particularly in grammar instruction, where rules are presented followed by textbook exercises This approach often fails to engage students, leading to increased absenteeism As a faculty member at Hanoi Medical University, I recognize that one significant challenge in teaching grammar is the reliance on outdated methods.
The reasons outlined above motivate us to conduct this study on the integration of ICT in the teaching and learning of grammar for students at the Hanoi Medical University.
Our study aims to identify the perceptions of students and teachers regarding ICT at Hanoi Medical University, highlight the advantages and disadvantages of integrating ICT into grammar teaching and learning, pinpoint the limiting or facilitating factors affecting this integration, and ultimately provide pedagogical suggestions to enhance the quality of ICT-assisted grammar education at the university.
A partir de nos objectifs de recherche fixés, nous sommes en mesure de formuler les questions de recherche qui suivent
Question 1: Quelle est la perception des étudiants et des enseignants de la
Faculté de médecine de Hanoi sur la grammaire et sur l’intégration des TIC dans l’enseignement et l’apprentissage de la grammaire?
Question 2 : Quel est l’état actuel de l’enseignement/apprentissage de la grammaire et l’utilisation des TIC des étudiants et des enseignants de la Faculté de médecine de Hanoi ?
Question 3 : Quelles sont les implications pédagogiques dégagées en vue d’améliorer la qualité de l’enseignement et l’apprentissage de la grammaire du franỗais assistộ par TIC ?
Pour effectuer notre travail, nous allons nous recourir à différentes méthodes et techniques de recherche Il s’agit de la méthode descriptive et des techniques analytiques
Tout d’abord, pour construire une base conceptuelle sur laquelle s’appuient les analyses et les études, nous allons collecter, classer et analyser les recherches effectuées auparavant portant sur notre sujet
We will conduct a questionnaire survey among students and teachers to gather data on the teaching and learning of grammar These data collection methods will ensure the most accurate and comprehensive information possible The data analysis will be carried out using both quantitative and qualitative approaches.
Notre mémoire se composera ainsi de trois chapitres
In this article, we will begin with a brief introduction justifying our research topic, outlining the research questions and methodologies Chapter I will focus on the theory of grammar instruction, using references to identify an appropriate approach for teaching French grammar as a foreign language (FLE) Additionally, we will explore the general potential of Information and Communication Technologies (ICT) in the context of grammar teaching and learning.
Le deuxième chapitre consiste à présenter la méthodologie de recherche et à analyser l’état de l’utilisation des TIC dans l’enseignement / apprentissage de la grammaire en procédant à l’analyse des résultats des enquêtes
In the final chapter, we aim to provide pedagogical suggestions to enhance the quality of grammar teaching and learning through ICT We will propose activities and tasks that leverage technology to develop learners' grammatical competence Additionally, we will suggest solutions to overcome the challenges faced by French as a Foreign Language (FLE) teachers and offer recommendations to improve and refine their professional skills in teaching grammar.
1.1 Quelques concepts de base de la grammaire et l’enseignement de la grammaire
1.1.1 Quelques concepts de base de la grammaire
1.1.1.1 La notion de la grammaire
Grammar has long been a crucial element in all languages, serving as a foundational aspect of linguistic research To effectively study a language, one must first understand its functioning and underlying rules While the importance of grammar is undeniable, the question remains: what exactly is grammar?
La grammaire est une partie intégrante de la langue Plusieurs linguistes célèbres ont proposé les définitions sur la grammaire :
Il nous semble trop vague en abordant la notion de la grammaire qui a été dộjà conỗue par plusieurs linguistes cộlốbres par exemple E.Suzuki, R.Galisson, H.Besse, N.Chomsky, etc
Pour Jean- Pierre Cuq (1996 : p.41) : ô On peut appeler grammaire : 1- le résultat de l’activité heuristique qui permet à l’apprenant de se construire une représentation métalinguistique organisée de la langue qu’il étudie
2- le guidage par l’enseignant de cette activité en fonction de la représentation métalinguistique organisée qu’il se fait de la langue qu’il enseigne ằ
Grammar is regarded as a fundamental tool for language teaching, typically outlined through rules and conventions that must be followed to construct correct sentences and statements Traditionally, grammar is divided into two main categories: syntax and morphology.
Basé sur le Petit Robert :
1 ensemble de règles à suivre pour écrire et parler une langue (règles de bonne formation)
2 ensemble des structures et des règles qui permettent de produire tous les énoncés appartenant à une langue et seulement eux
3 étude systématique des éléments constitutifs d'une langue donnée
At first glance, there appears to be little difference between these definitions; however, they serve distinctly different purposes The first definition adopts a purely normative or prescriptive perspective, while the subsequent two are approached from a linguistic viewpoint.
Selon le Dictionnaire Petit Larousse (1906), ô Art qui enseigne à parler et à ộcrire correctement Livre qui contient les rốgles de cet art ằ
Grammar is the set of rules that governs how linguistic units of a language are combined to create sentences that form statements This is why every language has its own grammar.
Grammar serves as a description and modeling of the structure and functioning of a given language Over the centuries, French has inspired numerous competing grammars, leading to distinctions such as traditional grammar and structural grammar Recent grammars fall under the realm of linguistics, aiming for objectivity and embracing a descriptive approach to grammar.
Grammar is a set of rules that ensures correctness and adherence to the standards of spoken or written language In this context, grammatical errors are viewed as violations of proper usage Therefore, grammar encompasses the rules and principles governing the use of a specific language As a scientific discipline, it is a branch of linguistics.
1.1.1.2 Comment présente-t-on la grammaire d’une langue étrangère
According to various linguists, grammar is understood as the knowledge of rules and the perspective of language, divided into implicit and explicit dimensions After learners acquire explicit rules through discovery during instruction, they gain a tool for self-correction, emphasizing the importance of introducing simple and accessible rules It is crucial to avoid overwhelming students with all grammatical descriptions at once Teachers must pay close attention to learners' needs in grammar usage, and presenting rules effectively often involves contextual discovery, which helps students perceive the inseparable link between context and rules Implicit rules enable learners to speak the language immediately, resulting from an autonomous phase in the learning process that enhances their production capacity Teaching grammar rules should always align with learners' perceptions and needs, utilizing context Initially, explicit rules are introduced, but they should transition to implicit knowledge for effective application, which is essential for ensuring stable rule acquisition.