Raison du choix du problème de recherche
Vocabulary plays a crucial role in learning a foreign language, as highlighted by various scholars (Galisson, 1983; Courtillon, 1989; Treville & Duquette, 1986) While mastering grammar and syntax is essential for effective communication, a strong vocabulary foundation is vital It serves as the core component for both language production and comprehension (Coady, 1997).
Vocabulary is a crucial component of linguistic competence in learning French Alongside grammar and phonology, vocabulary forms the foundation of acquiring a foreign language While grammar and phonetics may be learned over time, vocabulary enrichment is essential throughout the entire learning process (Nguyen, 2005) However, both teachers and students at our high school face challenges in teaching and learning French, particularly in relation to vocabulary.
The integration of ICT in education and training is no longer a mere concept; it has significantly impacted all sectors of education and higher learning These new technologies represent a crucial strategic challenge, providing innovative methods of teaching and learning, particularly in foreign language education ICT facilitates the development of new educational and learning frameworks.
In recent years, information and communication technology (ICT) has become increasingly significant in the teaching of French as a foreign language (FLE) within educational contexts As a French teacher at a specialized high school, I have observed that both educators and learners face challenges in vocabulary instruction and acquisition The vast amount of French vocabulary makes memorization difficult for students, particularly regarding the meaning and contextual use of words While there is a consensus on the necessity of using ICT in teaching and learning French vocabulary, effective implementation remains a challenge due to a lack of knowledge and motivation among many teachers and students As the integration of ICT into the Vietnamese education system continues, the outcomes have been mixed, prompting us to explore how these technologies are being utilized in our high school Ultimately, we aim to address the question: How are students and teachers at Tran specialized high school integrating ICT into their learning and teaching processes?
HungDao utilisent-ils les TIC dans leur enseignement et leur apprentissage du vocabulaire franỗais ? ằ
Objectifs de recherche
Our study aims to identify the perceptions of students and teachers regarding the integration of ICT in teaching and learning French vocabulary in high school with a THD option We explore how both students and teachers utilize ICT in their French vocabulary instruction and learning Additionally, we highlight the benefits and limitations associated with the integration of ICT in this educational context We also examine the factors that either hinder or facilitate the use of ICT in teaching and learning French vocabulary Finally, we aim to outline pedagogical implications to enhance the quality of ICT-assisted French vocabulary instruction in high schools with a THD option.
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 élèves et des enseignants du lycée de
Tran Hung Dao sur l‟intégration des TIC dans l‟enseignement et l‟apprentissage du vocabulaire franỗais ?
Question 2: Comment les élèves et les enseignants utilisent-ils les TIC dans leur enseignement et leur apprentissage du vocabulaire franỗais ?
Question 3: Quels sont les apports et les limites présentés par l‟intégration des TIC dans l‟enseignement et l‟apprentissage du vocabulaire franỗais ?
Question 4: Quels sont les facteurs limitants ou favorisants de l‟intégration des TIC dans l‟enseignement et l‟apprentissage du vocabulaire franỗais ?
Question 5: Quelles sont les implications pédagogiques dégagées en vue d‟améliorer la qualité de l‟enseignement et l‟apprentissage du vocabulaire du franỗais assistộ par TIC ?
To address the research questions, we employed a descriptive method The research population consists of students learning French as a second language (LV2) and their French teachers Two complementary surveys were conducted: one targeting students and the other focusing on teachers at Tran Hung Dao High School (THD) These data collection methods enabled us to gather the most accurate and comprehensive information possible Data analysis was performed using both quantitative and qualitative approaches.
Our study will be structured into three chapters The first chapter focuses on developing the theoretical framework for the research, covering key concepts such as lexicon, vocabulary, terminology, challenges, and information and communication technologies (ICT) It will also explore teaching and learning theories related to vocabulary, as well as the role of ICT in vocabulary instruction and acquisition.
Le deuxième chapitre consiste à présenter la méthodologie de recherche et à analyser l‟état de l‟utilisation des TIC dans l‟enseignement / apprentissage du vocabulaire en procédant à l‟analyse des résultats des enquêtes
In the final chapter, we explore the pedagogical implications aimed at enhancing the quality of teaching and learning French vocabulary through ICT We will propose activities and tasks utilizing ICT to develop learners' lexical competence Additionally, we will suggest solutions to address the challenges faced by FLE teachers and provide recommendations to improve and refine the professional skills of French teachers in vocabulary instruction.
Several definitions of vocabulary have been proposed, and they appear quite similar According to Sautermeister (1992: 122), vocabulary refers to the complete set of words that a speaker uses in a specific speech act, whether in oral or written form.
According to Dubois (2002: 12), vocabulary refers to a collection of words from a specific corpus or a set of terms unique to a particular science, art, or field, utilized by an individual or a group.
According to Duquette (1996:12), vocabulary is defined as a subset of a language's lexicon It encompasses all semantic units, including both simple and complex forms, as well as unbreakable phrases that are activated within discourse.
According to Tran Hung (1998: 7), vocabulary is defined as the collection of words that a speaker actively uses during a specific speech act, whether in oral or written form.
1.2 Le vocabulaire et le lexique
Generally, the terms "lexicon" and "vocabulary" are often used interchangeably to refer to a set of words However, they do not encompass exactly the same concepts, making it essential to differentiate between them The Dictionary of Language Didactics (Galisson, Coste [dir.]) provides insights into these distinctions.
1976) nous semble apporter une définition adéquate permettant de comprendre ce qui distingue ces deux termes et ce qui détermine l‟emploi de l‟un ou l‟autre
The lexicon refers to the indefinite collection of meaningful elements within a language, made up of virtual units known as lexemes Additionally, the term lexicon can also denote a compilation of multiple words, such as a lexicon containing 4,000 words, for example.
Vocabulary refers to the collection of words used by an individual or a group It can pertain to the vocabulary found within a specific text, a literary work, or the style of a particular author.
The distinction between vocabulary and lexicon is highlighted in the Dictionary of Didactics of French as a Foreign and Second Language (Cuq, 2003), where vocabulary pertains to discourse, while lexicon refers to language (p 246) These definitions illustrate that, although the two terms are somewhat different, they are closely interconnected.
En effet, les lexèmes, unités virtuelles du lexique, deviennent des vocables (ou ô mots ằ) lorsqu‟ils sont actualisộs dans le discours, et forment ainsi le vocabulaire
The lexicon can be viewed as a broader concept than vocabulary, with vocabulary representing a subset of the lexicon While the extent of the lexicon can only be estimated, the scope of vocabulary can be quantified The lexicon consists of lexical words, also known as lexies or full words, which include nouns, verbs, adjectives, and adverbs ending in -ment, as well as grammatical words, referred to as function words or tools, such as determiners, prepositions, auxiliaries, and certain adverbs (Treville & Duquette, 1996).
When discussing terminology in a specific technical or scientific field, we refer to it as specialized vocabulary This vocabulary consists of unambiguous terms that effectively represent all concepts within the relevant discipline (Treville & Duquette, 1996).
In our work, we will use the term "vocabulary" to refer to the words a language learner can acquire, acknowledging that it is impossible for both foreign language learners and native speakers to master the entire lexicon of a language, as it is an indeterminate set Therefore, we will focus on the vocabulary that learners can memorize during their studies and reuse as needed, which encompasses a manageable number of words We will also use the term "word" to denote the elements that make up the vocabulary.