Contextualisation et Cadre théorique
Brốve prộsentation de la sộrie ô Presque adultes ằ 6
1.1.2 Contenu de la sộrie ô Presque adultes ằ 7
Qu’est-ce que l’interjection ? 9
1.2.1.3 Centre National de Ressources Textuelles et Lexicales 10
1.2.2.2 Dictionnaire de lexicologie franỗaise - Nicole Tournier & Jean Tournier 11
2.1 Méthode de recueil des données 13
1.1.2 Langue de l’enquête et questions 15
2.2 Méthodes de constitution du corpus 15
2.2.1 Transcription des fragments de vidéo 15
3.1 Liste des interjections de la sộrie ô Presque adultes ằ 20
3.2.1 Connaissances des interjections chez les étudiants 21
3.2.3 Emploi des interjections des étudiants enquêtés 40 3.2.4 Attitudes vis-à-vis des interjections des étudiants enquêtés 45 3.3 Quelques réflexions pédagogiques et perspectives de recherche 48
The history of foreign language teaching has seen constant evolution in learning methods Previously, mastering a foreign language was viewed primarily as theoretical knowledge of grammar and vocabulary, focusing on reading and translating literary texts Consequently, language teaching methods were heavily oriented towards written skills However, linguistics has highlighted that language is fundamentally an oral phenomenon, emphasizing the need to prioritize spoken communication in language education.
Currently, the primary goal for learners of foreign languages is to communicate effectively This paper focuses on the natural and effortless use of the French language among students in the Department of French Language and Culture at the University of Languages and International Studies, where I am pursuing my studies I have observed that communication in French films and everyday life heavily relies on interjections However, despite several years of studying French, I noticed that my peers have a very limited use of interjections during communicative situations with native speakers.
The phenomenon of young people expressing their feelings through interjections is intriguing, as they do so more than older generations Interjections serve as a subtle yet powerful element in sentences, revealing a range of emotions such as joy, surprise, approval, doubt, and disappointment without requiring attention to other sentence components.
Given the variety of values and meanings associated with interjections, are there specific groups that students are more familiar with or use more frequently? If so, what factors contribute to this phenomenon? Conversely, if certain interjections are not utilized, could a lack of knowledge be the primary reason for their underuse? Furthermore, exploring these questions can shed light on the understanding and application of interjections in language.
2 est-ce les étudiants apprennent rarement à exprimer leurs pensées d’une manière fidèle, libre et authentique à travers les interjections ?
For all these reasons, I have decided to conduct a study on the use of interjections in French among students, specifically those from the Department of French Language and Culture at the University of Languages and International Studies, National University of Vietnam in Hanoi.
The aim of this research is to provide a comprehensive overview of the use of interjections among students in the Department of French Language and Culture Initially, I prepared two survey questionnaires—one focused on video transcription and the other on audiovisual sources—before conducting the survey with a sample of students from the department.
In the second phase, I aimed to analyze the extent to which students use interjections in French and assess their understanding of their meanings This evaluation seeks to determine whether comprehension of interjections influences students' usage.
The final step involves comparing the results from two survey periods to identify differences in the reception of purely textual versus audiovisual documents I observed students' reactions and drew pedagogical lessons from these findings.
Ce travail de recherche se questionne sur la problématique suivante: Est-ce que et comment les étudiants se servent-ils des interjections dans leurs échanges en franỗais ?
Cette interrogation amène les autres questions subsidiaires suivantes :
- Qu’est – ce que l’interjection?
- Comment classer les interjections ? Quelles sont leurs natures et valeurs principales?
- Quels sont les éléments qui influencent leur signification ?
- Qu’est – ce que vlog ? Quelles sont les caractéristiques d’un vlog répondant aux demandes d’une étude sur l’interjection ?
- Qu’est – ce que nous devons ộtudier sur la sộrie vlog ô Presque Adulte ằ ?
La problématique fait naitre 2 grandes questions de recherche ci-dessous :
Est-ce que les étudiants connaissent et comprennent les interjections en franỗais ?
Est-ce que et comment les ộtudiants utilisent les interjections en franỗais dans les conversations avec les francophones ?
A partir des 2 questions, j’ai établi des autres sous-questions qui facilitent l’enquête et l’analyse des données, à savoir :
- Les étudiants connaissent/comprennent-ils l’interjection ?
- Utilisent-ils l’interjection en franỗais dans des discours quotidiens en langue franỗaise avec leurs camarades et leurs professeurs en classe? Maợtrisent- ils ces mots d’exclamation ?
- Pour ceux qui les utilisent, quels sentiments ou dans quel but veulent-ils exprimer / manifester quand ils ont recours à ces mots ?
- Quelles interjections les étudiants utilisent-ils le plus/le moins ? Pourquoi existe-t-il des différences dans leur emploi ?
- Pourquoi des étudiants n’emploient-ils pas ou rarement tel ou tel groupe d’interjections ?
- Les cours procurent-ils suffisamment de connaissances aux apprenants pour apprendre à utiliser des interjections ?
- Si la réponse est négative, les apprenants expriment-ils le souhait, la volonté de les connaợtre davantage?
Research indicates that despite students' understanding of French interjections, they often refrain from using them in conversations with friends or teachers This reluctance can be attributed to a lack of communication opportunities and daily practice in the French language.
J’espère que la recherche permettra de trouver de nouvelles solutions et même d’orienter des méthodes de l’enseignement de l’interjection ou encore du franỗais vers une nouvelle direction
To gather data for my research, I transcribed a series of French vlogs titled "Presque adultes" to use as research materials for two phases of my questionnaire-based study For data analysis, I employed descriptive, statistical, and interpretive methods to seek answers to the posed questions Additionally, to assess students' understanding of interjections, I evaluated their translations of the interjections found in selected vlog excerpts into Vietnamese.
Mon travail vise l’étude sur l’emploi de l’interjection chez les étudiants du Dộpartement de Langue et de Culture Franỗaises
The first chapter focuses on providing context and theoretical concepts I will briefly introduce the series "Almost Adults," which I have selected as the foundation for this research, followed by an overview of the characters and a summary of the content from 10 episodes, before discussing the theoretical concepts applied in this study.
In the second chapter, dedicated to methodology, I will discuss the data collection methods, the process of constructing the corpus from various data sources, as well as the analysis techniques and methods employed.
5 d’interprétation des données On y trouvera un descriptif détaillé de l’échantillon enquêté et l’explication des méthodes choisies
Dans le troisième chapitre, j’exposerai les résultats de l’enquête selon les thèmes en essayant de donner des réponses aux questions posées au début de ce travail
Ce mémoire se termine par une conclusion générale et la synthèse des résultats pertinents pour les questions de recherche.
CHAPITRE I : Contextualisation et Cadre théorique
Avant de parler des concepts théoriques utilisés dans le cadre de cette recherche, je souhaite porter l’attention sur une brève présentation de la série ô Presque adultes ằ
1.1 Brốve prộsentation de la sộrie ô Presque adultes ằ
Firstly, I would like to discuss the definition of a vlog, which is short for video weblog This type of personal video has gained significant popularity among young people in France and beyond, and is typically shared on platforms like YouTube, a subsidiary of Google.
To compile a list of authentic interjections, I utilized a series of popular vlogs aimed at the young French audience as my research data The mini-series titled "Presque Adultes," produced by leading French YouTubers Natoo, Cyprien, and Norman, is associated with TF1, France's first private television channel Ten episodes, each lasting six minutes, were first aired on July 8, 2017, on both TF1 and YouTube.
Il est aussi connu chez des étudiants de notre département et leur sert de plateforme tant de loisir que d’apprentissage du franỗais
J’ai choisi ô Presque adultes ằ pour les raisons suivantes :
D’abord, la signification d'une interjection dépend beaucoup de la tonalité de l’émetteur de telle manière qu’elle doit être analysée sur une base des enregistrements audio ou même vidéo
Video sources, such as radio interviews, online news broadcasts, films, television shows, and YouTube vlogs, feature characters using interjections to convey emotions and opinions YouTubers share their perspectives on everyday topics, while account holders create short videos or clips to communicate messages effectively This highlights the diverse nature of audiovisual content available today.
7 communication quotidienne, le vlog serait l'une des sources vidéo ó l’interjection apparaợt le plus
Méthodologie de recherche
To successfully conduct scientific research, it is essential to question the methods used Identifying techniques and adopting an appropriate approach is crucial for discovering and demonstrating scientific facts (Guidère, 2004: 4).
I aim to assess the use of interjections in communication among students of the Department of French Language and Civilization at the University of Languages and International Studies in Hanoi, Vietnam (ULEI-UNH) To achieve this, I will gather student opinions on the topic For data collection, I have chosen to create a corpus from two sources: the first being transcriptions from the series "Presque adultes," and the second consisting of data collected from a survey conducted with third and fourth-year students in the Department of French Language and Culture.
2.1 Méthode de recueil des données
Deux sources de données sont les résultats de l’enquête que j’ai effectuée en février 2018
The survey targets third and fourth-year students, as they have completed their foundational studies in French as a Foreign Language (FLE) during the first two years, where they received about 20 hours of instruction per week This intensive training allowed them to develop essential language skills In their final two years, students shift to specialized French courses focused on areas such as interpretation, pedagogy, economics, and tourism These specialized studies enhance their opportunities to communicate with French speakers through internships and temporary jobs as guides.
Students engaged in tourism or working in French-speaking companies gain a broader perspective on the practices of the French language, enabling them to provide more legitimate responses about their learning of interjections in school To begin this process, I utilized transcriptions from video clips taken from the television series "Presque Adultes." Indeed, reading the transcripts enhances reflection, thereby improving the relevance of the students' answers.
However, if I approach interjections without considering intonation, facial expressions, gestures, and other paraverbal elements (which I will not analyze in detail due to time constraints), it would create a significant gap in understanding, as the production of meaning is central, particularly highlighted by the essential role of expressive intonation (Rosier, 2000: 20) Therefore, the second step involves a questionnaire on interjections, with the corpus derived from a video composed of segments from the television series "Presque adultes."
In this way, investigators can grasp what characters convey through their intonation, allowing them to better understand the meaning of interjections and their intended messages.
The students participating in the second phase of the survey are members of the Espace Francophone French Club within the department This club organizes various activities related to the French language, involving native French speakers, and is open not only to its members but also to French language students from multiple universities in Hanoi The club promotes French language exchanges among students outside the classroom Through this survey, I aim to determine whether the use of paraverbal or non-verbal cues can help alleviate difficulties in oral comprehension of interjections among students Additionally, I seek to understand the extent of the differences in responses between these two groups of respondents.
J’ai constaté que les enquêtés avaient fourni non seulement les réponses aux questions sur le sujet préalablement établi, mais encore qu’ils avaient donné des
15 pistes de réflexion concernant les réflexions pédagogiques à proposer aux apprenants du franỗais
After distributing the questionnaires to all third and fourth-year classes for the first survey and to members of the EF club for the second, I received 43 written responses and 10 for the audiovisual survey The limited number of responses can be attributed to the small size of the third-year cohort, which consists of around 40 students, and the fact that some were absent during the survey.
1.1.2 Langue de l’enquête et questions
To encourage participants to engage in the research, I chose to create my two questionnaires in Vietnamese The first questionnaire consists of 12 questions, while the second contains three Most of the questions are closed or multiple-choice, allowing respondents to simply select the option that best suited them For the open-ended questions aimed at gathering explanations and examples, I requested that they respond in a maximum of three lines This approach undoubtedly streamlined the data collection and analysis process.
2.2 Méthodes de constitution du corpus
Le corpus se construit à partir des données recueillies dans mon enquête ainsi que de la transcription de la sộrie ô Presque adultes ằ
2.2.1 Transcription des fragments de vidéo
The series "Presque Adultes" is available on television and YouTube, with the latter offering French subtitles I used these subtitles as a transcription source, ensuring the accuracy of the sentences and the inclusion of interjections in the dialogues After a brief survey of the interjections used, I selected six segments, each lasting between 15 to 50 seconds, for further analysis.
3 minutes 30 secondes Dans toute la recherche, je mentionne et prends seulement ces interjections comme données de base pour toutes les questions et l’analyse
I understand that the data collected from a questionnaire survey holds no intrinsic meaning Therefore, it can only be utilized within the framework of quantitative analysis, which allows for the comparison of overall responses across different social categories and the examination of correlations between variables (Quivy and Van Campenhout, 2006: 172).
For this section, I relied on the data processing methods proposed by Thierry Bulot (2011) using Microsoft Excel The spreadsheet's tools, such as statistical analysis, trend identification, thematic data analysis, and graphical presentation of results, proved to be sufficient and effective for successful data handling I proceeded to analyze the questionnaires and entered all the responses from the participants into a spreadsheet In the first two rows, I recorded the titles of the information and simplified expressions of the questions, followed by entering the collected data for each participant line by line (see Figure 1).
Figure 1 : Exemple de saisie de données
Analyzing open-ended responses proved challenging, as I couldn't directly capture the participants' answers At times, they poorly articulated their thoughts or used various terms to convey the same idea Consequently, I distilled their responses to focus on the essential meaning behind their answers.
I share the opinion of Philippe Blanchet, as cited by Dang, who argues that there is no objectively representative corpus and no acceptable deterministic generalization from a closed corpus The corpus is constructed based on an understanding of the field, guided by the principle of significance rather than representativeness The focus should not be on how this partial material "reflects reality," but rather on how it accounts for certain interpretative constructions of the social world by specific actors (Dang, 2015: 130)
Given the nature of the data and the construction of the corpus, I selected the following investigative methods: descriptive analysis, statistical analysis, evaluation of the translation, and interpretation of the results.
Résultats d’enquête
3.1 Liste des interjections de la sộrie ô Presque adultes ằ
Voici un tableau des interjections apparues dans la sộrie ô Presque adultes ằ, y compris les locutions interjectives et également leur fréquence dans les échanges entre les personnages
Tableau 2: Interjections, locutions interjectives et leur frộquence dans la sộrie ô Presque adultes ằ
Interjections, locutions interjectives et leur fréquence
Hm : 8 Vas-y : 7 Mais euh : 6 Pff : 6 Cool : 6 Bien : 5 Génial : 5 Putain : 5 T’as raison : 5 Merde : 4
Attention : 4 Pardon : 4 Bravo : 4 S’il te plaợt : 4 Mais oui : 2 Bon alors : 2 Pas mal : 2 Bof : 1
The frequency of interjections varies significantly, with the most commonly mentioned ones being "Ouais," "Bah," "Ah," "Euh," "Bon," "Oh," "Hein," "Voilà," "Allez," "Ben," and "Eh." These interjections primarily express hesitation, encouragement, surprise, and relief, often carrying a neutral connotation Other interjections convey feelings such as boredom and disappointment (e.g., "Pff," "Bon," "Bof"), approval ("T’as raison"), enthusiasm ("Génial ! Bravo !"), resignation ("Bon!"), commands ("Vas-y ! Allez !"), indignation, and coarse expressions ("Merde ! Putain !") Additionally, interjections like "Dis-donc" serve as calls for attention Based on this interjection analysis, I selected six fragments from the series "Presque adultes" to formulate questions for the survey, with the results of the two survey parts detailed in the following section.
3.2.1 Connaissances des interjections chez les étudiants
The first part of the questionnaire focuses on measuring the popularity of interjections, specifically assessing students' familiarity with them in French It consists of four questions, including a multiple-choice question that allows participants to select known words from a predefined list In response to the initial question, "Do you know these words? Please check the box next to the words you recognize," all students actively participated, resulting in a 100% response rate The findings are summarized in the following table.
Figure 3: La connaissance de l’interjection chez les enquêtés
Cette figure a été construite à partir de la collecte de 25 interjections principalement utilisộes par les personnages dans la sộrie ô Presque adultes ằ, ce qui assure son authenticité
I first observed that most students are familiar with the proposed interjections, but their responses vary significantly I categorized them into three groups: the first group consists of words recognized by over 90% of students, including terms like "Incredible," "Oh," "Ah," "Good," "Here," "So," "Bravo," "Great," "Damn," "Come on," "Go ahead," "(Well) no," and "Impossible." The second group, with a favorable response rate of 80-90%, includes five words: "What," "Yeah," "Um," "Hmm."
The third category, comprising less than 80%, focuses on seven words: Bah, Hein, Eh, Enfin, Bof, Pff, and Putain, with the last three being the least selected Notably, the lowest selection rate is 47%, a figure that appears significant.
Il faut noter que l’interjection a 3 nuances générales : positive (Bravo, Super,
Positive expressions like "Great" and "Amazing," negative ones such as "Ugh" and "Damn," and neutral terms like "Oh" and "Finally" are all part of the vocabulary students encounter The presence of negative words in the lesser-known group indicates that students are familiar with terms that express opposition or criticism.
Regarding students' understanding of the values and purposes of interjections, what insights do they offer? This is the focus of the second question: what objectives do these words serve?
According to linguist Charles Marca, the interjection "ô" allows the speaker to express spontaneous emotions such as joy, anger, surprise, sadness, admiration, or pain It also serves to convey brief messages to the listener, including agreement, denial, greetings, or commands, and can create an approximate sound image of an event, like an animal's cry or an explosion Building on this perspective, I presented seven responses to the consulted students, some of which were incorrect or open-ended, allowing for personal input with an additional "ô" for those wishing to contribute their own element.
- Exprimer les sentiments, les sensations du locuteur
- Exprimer l'attitude, le comportement, la réaction du locuteur envers le contenu de la conversation ou l’interlocuteur
- Exprimer les liens logiques (Cause, conséquences, concession, résultat, comparaison, etc.)
Parmi ces 6 choix, les 4 premiers sont bons et les 2 derniers sont incorrects
The top four responses align perfectly with the correct answers to the question, while the two incorrect options receive significantly fewer selections from respondents The majority agree that interjections express the speaker's attitude, behavior, reactions, feelings, and sensations, as well as serve to capture the listener's attention, functioning as calls or exclamations Additionally, interjections can be used to issue commands to the listener In contrast, only six out of 42 participants believe that interjections can describe a situation, while 20 find logical connections to their presence As mentioned in the first chapter, some interjections can shift grammatical categories, functioning as nouns, adjectives, adverbs, or imperative verbs.
Some learners mistakenly confuse the characteristics of interjections with those of words derived from adjectives, nouns, verbs, or adverbs.
I created various questions to assess students' understanding and mastery of interjections My goal was to determine whether young learners grasp not only the general significance of interjection groups but also the specific use of certain interjections in particular communication contexts The second aspect of this evaluation will be addressed in the following section (2.1.2).
The answer to this question consists of two main parts The first part requires students to select the values associated with each proposed group of interjections The second part allows for a deeper exploration and analysis of the understanding of each interjection.
Ainsi, dans la troisième question du questionnaire, les étudiants y trouvent 6 groupes d’interjections : ô Incroyable !, Quoi ?, Ah !, Oh !, Ouais ?!, ằ, ô Bah…,
Euh…, Hein…, Hmm ằ, ô Enfin…, Voilà…, Alors…, Bon… ằ, ô Bravo ! , Super ! , Gộnial ! ằ, ô Pff , Putain !, Merde !, Bof ằ, ô Vas-y, Allez ằ
Interjections can convey multiple meanings, and categorizing them may restrict their significance; however, this approach encourages students to think critically before selecting interpretations for each group of interjections Through a thorough analysis, I identified six distinct groups of meanings: surprise, hesitation, approval, admiration, contempt, and encouragement.
Tableau 3: Groupes d’interjections et leurs significations
4 Oh ! Surprise, plaisir, admiration, supplication, dégout, répulsion, appel
5 Ah ! Joie, admiration, surprise, joie, douleur
6 Bah Dégout, indifférence, étonnement mêlé de doute, insouciance
7 Euh Hésitation, doute, restriction, réticence, embarras
9 Hein Hésitation, surprise, interrogation, doute, demande d’explication,
10 Eh Surprise, joie, admiration, douleur, reproche, encouragement, interpellation
Approbation, acceptation obligée, satisfaction, fin, étonnement, doute, incrédulité, insouciance
15 Bravo ! Approbation, applaudissement, admiration, satisfaction, ironie
18 Bof Mépris, incertitude, indifférence, désintéressement Mépris
21 Merde Mécontentement, mépris, colère, surprise, ộtonnement de faỗon grossiốre
The term "Allez" encompasses a range of meanings including encouragement, exhortation, impatience, anger, and urgent requests These interpretations are derived from definitions provided by three reputable sources: Larousse dictionaries, Sensagent Le Parisien, and the Wiktionary on Wikipedia.
Je prends ce tableau comme référence afin d’évaluer la compréhension des interjections Voici le résultat du premier groupe :
Figure 5: Significations du groupe ô Incroyable !, Quoi ?, Ah !, Oh !, Ouais ?! ằ
Presque tous les ộtudiants partagent l’idộe que ô Incroyable !, Quoi ?, Ah !,
"Oh! Really?!" expresses astonishment and surprise Some individuals believe that these phrases can also convey enthusiasm, irony, or concern, for instance These emotional states typically emerge as a secondary layer of feeling once the initial surprise has enveloped the speaker.
Voici les statistiques pour le deuxiốme groupe ô Bravo ! / Super ! / Gộnial ! ằ :
"Incroyable !/Quoi ?/ Ah !/ Oh !/ Ouais ?!"
Figure 6: Significations du groupe ô Bravo ! / Super ! / Gộnial ! ằ
I identified five key positive meanings: encouragement, approval, enthusiasm, joy, and acceptance These are uplifting terms that can sometimes be used ironically to imply the opposite, reflecting irony and boredom.
Figure 7 Significations du groupe ôAllez/Vas-y ằ À la question quelles sont les significations du verbe ô aller ằ conjuguộ à l’impộratif et utilisộ comme interjection, 32 des 42 interrogộs ont choisi ô ordre ằ, et
19 ô appel ằ Il semble que les rộponses ộtaient à la lộgốre et quelque peu arbitraires Vas-y s’emploie afin d’adresser un message d’encouragement plutôt
Significations du groupe "Allez/Vas-y"
Questionnaire de l’enquête 1
Q1 : Connaissez-vous ces mots? Mettez un à côté des mots que vous connaissez
Incroyable ! Quoi ?! Ouais ! Oh ! Ah !
Bah Euh Hein Hmm Eh
Q2 : Selon vous, à quels objectifs ces mots servent-ils? (Plusieurs réponses possibles)
1 Exprimer les sentiments, sensations du locuteur
4 Exprimer les liens logiques (Cause, conséquences, concession, résultat, comparaison, etc.)
6 Exprimer l'attitude, le comportement, la réaction du locuteur envers la conversation
Q3 : Selon vous, qu'est-ce que chaque groupe de mots suivants servent-il à montrer? (Plusieurs réponses possibles)
Q4 : A quelle fréquence utilisez-vous ce type de mots?
Habituellement Souvent De temps en temps Rarement Jamais
Q5a : Nommez 5 mots que vous utilisez le plus souvent (du plus important au moins important)
Q5b : Donnez un exemple pour illustrer l'utilisation d'un mot que vous venez d'écrire ci-dessus
Q6a : Nommez 5 mots que vous connaissez mais n'utilisez pas ou rarement (du plus rarement au moins rarement)
Q6b : Pourquoi n'utilisez pas ou rarement-vous ces mots?
In various situations, certain words express distinct emotions and reactions, such as surprise, hesitation, enthusiasm, disagreement, command, sadness, appeal, anger, and discomfort Each of these sentiments has a corresponding equivalent in Vietnamese, highlighting the nuances of emotional expression across languages Understanding these expressions can enhance communication and cultural appreciation.
7.1 : [3 : 02~3 : 51] Ep1 Le mot ô Bon alors ằ exprime…………
P1 : (rire) Trop bien cette photo j'avais oublié P2 : Julie et toi, première étoile
P1 : Bon alors je l'ai mis ó ? Je crois que je l'avais mis là
P1 : Non je reste pas longtemps, je prends juste mon carnet de santé et après je file, j'ai pas le temps
P2 : J'espérais que, pour une fois, tu venais simplement saluer ton vieux père
P1 : Ouais mais je viens aussi te rendre visite un petit peu Je fais d'une pierre deux coups
Le carnet de santé puis (rire) Ça va toi ?
P2 : Ouais doucement Dans deux ans à la retraite quoi
I’m excited for a fresh start and have a desire to create a small vegetable garden in my yard, growing little carrots, peas, and turnips Alternatively, I might even consider moving to Kenya!
P1 : D'accord Bah commence déjà par le potage puis après on verra non ?
P2 : Et toi alors la vie ỗa va ? ầa se passe bien sur youbitube ?
P3 : Oh regarde y'a un vide grenier Eh vas-y viens on y va ?
P4 : Oooh non c'est nul y'a que des vieux et des meubles
P3 : Et des parents qui revendent les vieilles cartouches Pokémon de leurs gosses !
Le mot ô Tant mieux ằ exprime………
Le mot ô Oooh non ằ exprime……….…
P2 : Ton carnet de santé, ó est-ce que je l'ai foutu ?
Oh bah je te les donne, si tu veux Tu sais je crois qu'à mon âge je n'en ferai plus jamais
Ah bah non c'est vrai que toi tu fais du monoski un peu bizarre
Oooh ma caisse de souvenir quand j'étais petit T'as tout gardé c'est trop mignon… Ah bah non c'est C'est pas à moi ỗa C'est autre chose
P2 : Ouais bah tes affaires je les ai gardées enfin bon jusqu'à ce que je les donne
P1 : T'as raison, faut passer à autre chose dans la vie, faut tourner la page
P4 : Owwnn Own c'est un bon bébé hein
Il a faim le bon bébé ?
P1 : Euh… t'sais quand j'disais ỗa t'ộtais pas obligé de direct hmm…
P4 : Mais non mais t'as raison
Si j'arrive pas à m'occuper d'un chien j'arrive pas à m'occuper d'un bébé Tu peux pas prendre les croquettes ? Là, là…
P1 : Ouais, nan mais frère, c'est du taf Ça fait du bruit, ỗa pue
Euh ỗa va tout saloper l'appart
Donc euh j'fais c'que j'veux
P1 : Ouais, ok d'accord mais j'sais pas, imagine un soir, par exemple, tu ramènes une meuf
P4 : Ouais Mais ỗa fait 7 ans que j'suis avec ma copine, tu le sais, ỗa ?
P1 : Ok imagine par exemple, euh c'est moi qui ramène une meuf
P4 : Nan mais t'es chiant J'avais prévu de rester en famille avec Aurélien là
P1 : D'accord le chien s'appelle Aurélien
C'est juste un chien hein Il a pas de cerveau, ỗa sert à rien de lui parler comme ỗa Il a pas de conscience tu vois
Le mot ô Non mais ằ exprime……….…
Le mot ô Par exemple ằ exprime…….…
P5 : Et viens voir ! Tu te rends compte qu'ils veulent ouvrir des salles de shoot à Paris, c'est dingue !
P4 : Quoi?! Lady Diana est décédée! Qu'est- ce que je vais apprendre encore aujourd'hui?
P3: Oh bah Accroche-toi bien parce que c'est
Magalie Vae qui a gagné la star ac' 5
P3 : Oh et puis là j'ai une
P1 : Plus vite s'il te plait ! On va la perdre!
P2 : Je suis à fond là! T'es sûr que tu vas trouver une fille ici ?
P1 : Bien sûr, c'est écrit là ! Regarde Allez, papou, vas-y !
P2 : Tu vas trouver une chèvre ici
P2 : C'est pas une route ỗa !
P1 : C'est pas grave, vas-y ! Voilà Juste là
P2 : Ah bah voilà Il y a rien là ! Qu'est-ce qu'il fout ?
P1 : "Aucun profil aux alentours," Putain !
Le mot ô Allez ằ, ô Vas-y ằ exprime……
Q8 : Dans la communication en franỗais, ces mots vous aident-il à comprendre le vouloir-dire de l'interlocuteur?
Habituellement Souvent De temps en temps Rarement Jamais
Q9 : Evaluez-vous l'utilitộ de ces mots dans la communication en franỗais
Très utile Utile Assez utile Inutile
Q10 : Vos pro f esseurs vous enseignent-ils ces mots en classe?
Habituellement Souvent De temps en temps Rarement Jamais
Q11: Voulez-vous que vos professeurs soulignent-ils davantage sur ces mots en classe?
Désirable Souhaitable Pas souhaitable Indésirable
Q12 : A quelle fréquence communiquez-vous avec des jeunes francophones?
Habituellement Souvent De temps en temps Rarement Jamais
Nombre d’annộes d’ộtudes de franỗais :
Merci beaucoup pour votre collaboration!
Questionnaire de l’enquête 2
In various situations, different interjections can be heard, each expressing specific emotions such as surprise, hesitation, enthusiasm, disagreement, commands, sadness, calls, anger, and annoyance For instance, expressions of surprise might correspond to "Ôi!" in Vietnamese, while hesitation could be represented by "Euh." Enthusiasm may be conveyed through "Génial!" and disagreement through "Non!" Commands are often expressed with "Allez!" Sadness can be indicated by "Oh là là," calls by "Hé!" and anger by "Merde!" Lastly, annoyance might be captured with "Pff." Understanding these interjections and their Vietnamese equivalents enhances communication and emotional expression.
Interjection Signification Equivalent en vietnamien