CADRE THÉORIQUE
Quelques concepts de base
Language serves as a vital communication tool, and teaching vocabulary focuses on helping students understand the essence of communication It equips them with the ability to creatively utilize linguistic resources to meet their communication needs.
Effective vocabulary teaching goes beyond merely increasing a learner's lexical volume; it involves deepening their understanding and analyzing grammatical aspects and all facets of lexical competence Lexical items should be prioritized based on their frequency, usefulness, and relevance to everyday situations, and should be learned in context To ensure effective vocabulary instruction, appropriate semantic techniques and diverse activities must be employed to aid consolidation and memorization While there is a consensus on the necessity of teaching vocabulary, the methods for doing so, similar to grammar instruction, remain a significant question that continues to engage researchers, educators, and didacticians.
The acquisition of grammatical and phonetic systems in a language may be limited to a specific period during the learning process, while vocabulary enrichment is an ongoing endeavor This daily effort requires significant commitment from learners, as vocabulary, like language itself, is constantly evolving This presents a considerable challenge not only for non-native speakers but also for native speakers To master a language effectively, it is essential for learners to acquire and regularly review their vocabulary.
In an institutional setting, beyond a purely utilitarian learning approach where students focus solely on understanding and being understood, a systematic vocabulary instruction is essential alongside classroom communication activities This systematic teaching aims to foster cognitive development that social interactions alone cannot achieve.
The teacher's role is to assist learners in acquiring skills that are complemented by knowledge of language and its functioning, ensuring optimal memory retention Effective teaching should incorporate linguistic, sociolinguistic, and strategic dimensions to promote autonomous learning This approach encourages the accumulation and deepening of lexical knowledge based on real needs and motivating objectives.
Voici quelques notions et concepts de base concernant l’enseignement du vocabulaire
En ce qui concerne le concept "lexique", il est nécessaire de commencer par une distinction entre le lexique individuel et lexique global
The lexicon refers to the complete set of words available to a speaker at any given time It encompasses the words that an individual can use and understand, forming their personal vocabulary (Trần Hùng, Précis de lexicologie)
It is clear that an individual cannot possess all the words in a language due to the vast number of words that exist outside their personal lexicon These are words that the speaker has yet to encounter in their everyday use of language.
Le lexique global est l’ensemble des mots dont dispose toute société à une époque historiquement déterminée
The richness of an individual's vocabulary is a crucial aspect of their verbal attitudes and knowledge Vocabulary varies significantly from person to person, but some linguists suggest that a lexicon of around five thousand words is sufficient for most everyday communication situations Additionally, there exists a subset known as the group lexicon, which includes specific terms that may not be familiar to outsiders An individual's vocabulary can be either limited or expanded based on the speaker, their context, and their interests.
I.2 Vocabulaire : C’est l’ensemble des mots effectivement employés par le locuteur dans un acte de parole précis
Le couple lexique/vocabulaire relève assez exactement des oppositions langue/parole (terminologie de F de Saussure) et langue/discours (terminologie de G Guillaume)
In essence, the lexicon pertains to the language as a whole, while vocabulary refers specifically to speech Consequently, vocabulary is a subset of the entire lexicon The relationship between lexicon and vocabulary is one of inclusion: vocabulary is always a component of an individual lexicon, which in turn is part of the broader lexicon.
In foreign language education, it is impractical to teach every word in the language The primary goal is to equip learners with a sufficient vocabulary that enables them to understand others and articulate their own thoughts This requires two distinct types of vocabulary.
Ce sont des mots qu’on peut comprendre mais leur fréquence dans le discours est basse
Le vocabulaire que l’apprenant connaợt bien et il est plus utilisé dans le discours
Le vocabulaire passif et le vocabulaire actif constituent le vocabulaire fondamental
I.3 Rapports entre le lexique et le vocabulaire
It's important to understand the distinction between vocabulary and lexicon Vocabulary refers to the specific set of words used by an individual in particular contexts, while lexicon encompasses the total collection of words available to a speaker at any given time In simpler terms, vocabulary relates to speech, whereas lexicon pertains to language.
The relationship between lexicon and vocabulary closely mirrors the distinctions between language and speech, as noted by F de Saussure, and language and discourse, as described by G Guillaume This relationship is one of inclusion, where vocabulary constitutes a variable component of an individual's lexicon, which in turn is a subset of the broader global lexicon.
In foreign language education, it is impossible to teach every word within the language Vocabulary instruction cannot provide learners with the entirety of the lexicon; instead, it is essential for students to master a specific set of vocabulary that enables them to understand others and express their thoughts effectively This process involves enriching the individual lexicon of each student and guiding them to make appropriate vocabulary choices for precise communication Consequently, teachers never fully perceive the entire lexicon of their students, and students do not utilize their complete vocabulary during speech Ultimately, the richness of a student's vocabulary is directly linked to the depth of their lexicon.
The French language encompasses thousands of words, making vocabulary study essentially a study of words themselves However, the term "word" is quite ambiguous, with numerous definitions proposed by linguists, all deemed insufficient and incomplete As a result, a definitive and universally accepted definition remains elusive.
Certains linguistes distiguent les mots graphiques des mots phonétiques
En apparence graphique, le mot est "un groupement de lettres limité à sa droite et sa gauche d'un blanc qui forme ses frontières naturelles" (E.Grenouvrier-J.Peytard,
Linguistique et enseignement du franỗais )
Exemple: Il est très intelligent
Cette phrase possède 4 mots graphiques
Phonetically, a word is defined as "a group of sounds that carries a single stress" (E Grenouvrier-J Peytard, Linguistics and Teaching of French) In the French language, it is well-known that the stress always falls on the last pronounced vowel.
Mais dans un groupe de mots, l'accent se déplace immédiatement pour se reporter la syllabe finale
Place du vocabulaire dans l'enseignement - apprentissage d'une langue 11 I Enseignement du vocabulaire à travers les mộthodes de franỗais
Language serves as a tool for thought, acting as a foundation for knowledge where human ideas are structured, analyzed, preserved, and shared through a system of signs Furthermore, as a means of communication, language enables us to connect with one another, fostering human relationships and sustaining the fabric of society.
Phonetics, grammar, and vocabulary are the three essential components of a language, closely interconnected as one cannot exist without the others Vocabulary plays a crucial role as it is an integral part of language; words do not exist in isolation but are linked to others They are grouped into sentences to convey the speaker's thoughts Without knowledge of the lexicon—words and expressions—achieving the ultimate goal of language studies, which is effective communication through listening, reading, speaking, and writing, would be impossible.
Communicating in a foreign language is significantly more challenging than in one's native tongue, primarily due to limited vocabulary, which is essential for expressing thoughts and exchanging information Vocabulary serves as the foundation of meaning, influencing syntax and discourse rules, and is crucial for effective communication Therefore, it holds a vital role in language teaching and learning The close relationship between vocabulary, grammar, and phonetics underscores the importance of studying vocabulary alongside other language components, including grammatical systems and spelling Each word possesses unique phonetic characteristics that differentiate it from others.
Exemple: père [pεr] / pain [pε] mère [mεr] / main [mε]
The significance of the words is tied to the differences in sounds [p], [m], and [ε], [ε] Phonetics plays a crucial role in vocabulary acquisition, as proper pronunciation facilitates the learning of new words Additionally, there is a strong connection between vocabulary and grammar, particularly syntax: "Knowing, along with grammatical rules, a maximum of words allows for effective speaking" (Grenouvrier, 1972, p.179) This means that the combination of grammatical rules and vocabulary enables us to construct a wide range of sentences and statements, ultimately enhancing our communication with others.
To enable words to serve as an effective means of communication among people, it is essential to organize them into propositions, which form the basis of syntax Additionally, each word possesses a lexical and grammatical structure, including its root, affixes, and endings, and belongs to a specific part of speech, such as nouns, adjectives, or verbs.
The study of vocabulary is intrinsically connected to grammar, making it essential to understand both aspects together Mastering a language is not feasible if one focuses solely on vocabulary without considering phonetics and grammar, as this integration provides a formal understanding of words.
L'étude du vocabulaire est liée aussi à celle de l'orthographe
The distinction between these words can only be made through their spelling The study of vocabulary is crucial, as acquiring vocabulary significantly aids in the assimilation of other language knowledge.
Teaching the mechanics of a language devoid of words and meaning is unnecessary It is through vocabulary, a fascinating and magical tool, that learners can connect with both the real and imaginary worlds, as well as literature Indeed, vocabulary serves as a vehicle for conveying the culture of a community.
& Duquette L - Enseigner le vocabulaire en classe de langue, 1996, p.9 ); à travers le vocabulaire on peut connaợtre l'histoire, le mode de vie, la culture et la civilisation d'une communauté
For these reasons, linguists emphasize the significance of vocabulary in language learning Trôville M-C (Teaching French in Language Class, 1996, p.9) states that "learning a language primarily involves acquiring its vocabulary."
Enseigner et apprendre le vocabulaire, ce ne sont pas faciles, d’après linguiste
In learning a foreign language, the most significant and challenging issue is vocabulary acquisition, which enables the learner to express themselves appropriately in the new language.
Vocabulary plays a crucial role in language learning Without a sufficient vocabulary, learners struggle to comprehend written texts, produce statements, or communicate effectively, regardless of their grasp of grammatical and phonetic rules or cultural knowledge While the acquisition of grammatical and phonetic systems may plateau at certain stages, vocabulary enrichment is an ongoing process that requires daily effort and patience As language constantly evolves, students must invest significant effort to keep their vocabulary up to date.
The teaching and learning of any language should involve a systematic, progressive, and scientific approach to vocabulary acquisition Consequently, vocabulary must always be learned and assessed effectively In the following sections, we will demonstrate how vocabulary is taught through various methods in French.
III Enseignement du vocabulaire à travers les mộthodes de franỗais
In recent decades, the evolution of language teaching has seen the French language instruction shift from traditional methods to audio-oral approaches, then to audiovisual techniques, and ultimately to a communicative framework.
Pendant toutes les époques pour toutes les méthodes et approches, le rôle de l’enseignement du vocabulaire n’est jamais totalement négligé en dépit des hauts et des bas
The traditional method, also known as the "classical method" or "grammar-translation method," is the oldest approach in the history of methodology Originating in the late 19th century, it flourished throughout the 19th century Initially applied to dead languages such as Greek and particularly Latin, this method later facilitated the exploration of literary works from that era.
The traditional method of language teaching is primarily characterized by its focus on grammar instruction Language is viewed as a system of rules and exceptions, emphasizing its structural aspects According to Nguyễn Lân Trung in "Didactique du français langue étrangère," the approach suggests that language functions like a grammatical framework where words are simply placed within it.
Remarques pertinentes des auteurs sur l'enseignement du
"C'est gareure de vouloir enseigner les vocabulaires, il faut enseigner à les apprendre."
R Galisson, in his work "Approches communicatives et acquisition des vocabulaires" (1981), highlights the challenges associated with vocabulary instruction in language education, a sentiment echoed by many authors While some may adopt a more optimistic perspective, the complexities of teaching vocabulary are widely acknowledged M Me Cathy (1990) identifies critical questions in vocabulary teaching, such as the appropriate amount of vocabulary to introduce, effective strategies for memorizing new words, and criteria for determining when vocabulary is truly learned This selection of issues represents just a fraction of the challenges faced in this area Without claiming to cover all aspects comprehensively, we aim to provide a general overview of the essential elements involved in vocabulary teaching and learning within a school context, focusing on objectives, principles, and methods of semantic understanding.
The primary function of language is to facilitate communication and mutual understanding, serving as the essential tool for connecting with others Learning a language involves mastering the art of communication, and vocabulary is fundamental to any conversation Therefore, the teaching of French vocabulary aims to equip learners with a sufficient number of words to help them grasp and master the language in line with specific program requirements.
Le contenu de l'enseignement du vocabulaire comprend des éléments suivants:
Learners first focus on accurately pronouncing, reading, and writing a word; then they explore its grammatical forms and comprehend its meaning through listening and reading activities Ultimately, they practice reusing the word in conversation.
Par consộquent, assimiler un mot veut dire : en connaợtre le sens, la forme et l'emploi
Les élèves peuvent assimiler le vocabulaire par des moyens différents
- Au cours des exercices du vocabulaire et des exercices de pratique orale
- Au cours de la lecture
- Pendant le contrôle et la répétition
The assimilation of language knowledge depends on the learner's age and existing skills Teaching a language, particularly vocabulary, involves instructing students on the use of spoken and written language Students should be able to reuse previously learned words to create reports, engage in discussions, and write on curriculum-related topics They must also read texts without a dictionary, relying on their grammatical and lexical knowledge to comprehend and expand their vocabulary By discovering new grammatical rules and vocabulary, students can effectively enhance their language proficiency However, the teaching content must align with their progress, influencing material selection and vocabulary development.
A partir de l'objectif gộnộral de l'enseignement du franỗais et du vocabulaire, on peut rédiger un contenu d'enseignement convenable
No one can claim to know all the vocabulary of a language, highlighting the impossibility of teaching every word This makes the selection of lexical content a key issue in vocabulary teaching methodology It is essential to choose vocabulary that is appropriate for the nationality, age, education level, and interests (oral, written, or specialized language) of different audiences Additionally, it is crucial to determine the vocabulary to be taught at the outset, particularly before each lesson, focusing on words that are useful for real communication.
In a language, words are not isolated; rather, they are always connected to other words to form sentences Additionally, the meaning of a word is influenced by its context, as different contexts can impart varied meanings to the same word.
Exemple: 1 Mettre la main sur le front = placer
2 Mettre la tête à la portière = passer
3 Mettre ses gants = enfiler Voilà pourquoi il est indispensable que les mots soient saisis en contexte Comme les mots d'une langue sont toujours mis en relation avec d'autres mots, il est nécessaire d'établir des liens étroits entre les mots nouvellement présentés et ceux qui sont déjà assimilés par les élèves Cela leur permet de consolider le vocabulaire et de les aider à inférer aisément le sens des mots en question
Exemple: Pour expliquer le mot "capitale", on peut le mettre dans une phrase simple:
- Paris est la capitale de la France ou: - Hanoi est la capitale du Vietnam
Teaching vocabulary involves determining the appropriate number of new words to introduce in each lesson While it's challenging to set a fixed limit, it seems reasonable to restrict the introduction to no more than fifteen new words per lesson According to a linguist, a typical text contains only 4% to 6% of unknown words, which can often be inferred from context or the structure of the words.
Exemple : la maisonnette, la clochette
Learning vocabulary remains one of the most challenging aspects of mastering the French language This difficulty stems from various factors, including historical issues in language pedagogy and a theoretical gap in semantics Many linguists have long sought effective methods for teaching vocabulary.
Et en fait, il y en a partout dans les livres linguistiques En se basant sur le cas concret, les enseignants choisissent telle ou telle procộdure pour mener chaque leỗon
The presentation of vocabulary is always conducted orally, with books and notebooks closed, and it precedes both spoken language practice and reading activities This oral introduction allows for the exploration of words in their various structures, enhancing the retention of grammatical material Initially, the word is presented in a specific structure, followed by semantic analysis Next, the isolated word is studied to help students assimilate its form Finally, the word is placed in different contexts to teach students how to use it within various structures The choice of semanticization methods largely depends on the linguistic nature of the word, the learners' level of preparation, and their age.
On compte les trois moyens de sémantisation (révélation du sens) suivants:
As we know, vocabulary often carries semantic references, and audiovisual aids cater to both sight and sound They can enhance text comprehension and assist students in quickly reapplying previously learned language Researchers have viewed "the use of images as a potential starting point for understanding, akin to a certain cultural reality."
The combined use of images and sound enhances communication and fosters new interactions In the classroom, illustrating each dialogue with a series of images significantly benefits foreign language learning For instance, when introducing the word "house," bringing an actual house to class is impractical, and explaining it in a foreign language can be challenging In such cases, showing an image of a house on a screen or through still films proves to be highly effective Students will immediately grasp the meaning of the word "house" without needing to rely on translations in their native language.
Cet exemple a justifié nettement l'utilité et la nécessité des moyens audio - visuels mais, l'utilisation de cette technique dépend beaucoup du matériel des lycées
Gérard Vigner a distingué deux types d'image en fonction de leur rôle:
In this context, the image is used to illustrate and transcode information Its role is to provide a visual representation of the semantic content of linguistic signs, effectively conveying the meanings behind new statements This visual aid helps in understanding the semantic content and the coded perceptual signs.
In this context, the image serves as a tool to illustrate the enunciation situation, highlighting relevant aspects and supporting the statements made Additionally, the situational image is utilized to present new information, achieving two main objectives: ensuring comprehension of the dialogue and reinforcing the repetition of phonetic statements.
In vocabulary instruction, audio materials play a crucial role alongside visual aids, as they enhance pronunciation and intonation practice After listening to new words and expressions through a tape recorder, students are able to repeat them, reinforcing their learning.
ENSEIGNEMENT DU VOCABULAIRE À
Enseignement du vocabulaire dans les manuels TP10, TP11, TP12
Since their introduction in 2006, new French textbooks have been adopted in Vietnam amidst the rising popularity of English, leading to a decline in the number of high schools teaching French These textbooks have been completely revamped according to the directives of the Ministry of Education and Training As a French teacher, we have identified several issues regarding both the content and teaching methods, particularly in terms of lexical content This paper will focus on presenting only the most relevant aspects of these challenges.
II.1.1 Utilisation efficace des moyens de sémantisation
As discussed in the "Theoretical Framework" chapter, the choice of teaching methods depends on the linguistic nature of the word, the language level, and the age of the learners Our target audience consists of students aged fifteen to eighteen, who are dynamic and developing their analytical and generalization skills To facilitate and encourage vocabulary learning, it is essential to choose less taxing and simpler semantic methods; otherwise, we risk discouraging them and making them feel incapable of learning a language.
Unlike traditional textbooks, the TP10, TP11, and TP12 manuals offer semantic tools that are well-suited to students' characteristics Additionally, language must evolve alongside societal changes While grammar remains consistent with older textbooks, the vocabulary in these new manuals has been updated Terms relevant to specialized fields such as information technology and medicine, including "downloading," "blog," and "avian influenza," are now included.
II.1.1.1 Utilisation de la langue étrangère
Aprốs 4 ans d'apprentissage du franỗais, le niveau des ộlốves est assez solide, ils peuvent se débrouiller pour découvrir le sens des mots C'est pourquoi dans les manuels
TP10, TP11, TP12, les auteurs n'utilisent que le franỗais pour expliquer les mots nouveaux, même les consignes des exercices
Prenons un exemple dans la leỗon 2, Vocabulaire, "Pour parler de l'ộcole" Le verbe
- Paul apprend à écrire er à parler en cette langue
- Monsieur Dupont apprend une règle de grammaire à ses élèves
- Madame Lebon apprend à chanter à ses enfants
Ainsi, ce procédé permet aux élèves à la fois de reviser leur vocabulaire et mémoriser facilement les mots nouveaux
Les élèves comprennent mieux le sens des mots nouveaux et une grande connaissance de ces mots grâce aux synonymes et antonymes
Images and drawings are frequently utilized in these three manuals, offering significant advantages They facilitate the understanding of vocabulary and lesson themes without the need for translation.
Exemple: Les élèves peuvent acquérir les mots nouveaux grâce aux dessins telque:
At this stage, students can immediately infer the meanings of new words through images, without waiting for the teacher's explanation or relying on prior knowledge During our class, we observe that students greatly enjoy learning new vocabulary through visual aids, which creates a lively and engaging classroom atmosphere due to their active participation.
The manuals incorporate tables and "stars" to help learners retain key issues in each unit These elements are often highlighted, particularly the grammar and vocabulary tables that showcase new expressions.
On utilise les tableaux de vocabulaire et de grammaire dans toutes les leỗons Tel est un exemple dans TP10, la leỗon 4, GRAMMAIRE, tableau 8, p.35
Pour expimer la négation, on peut utiliser: sans + nom, pronom ou infinitif
- Poil de Carotte est enfermé dans sa chambre sans lumière
- Il subit toutes les souffrances sans rien dire
Prenons un exemple dans TP11, la leỗon 5, VOCABULAIRE, p.55
Les mots d'une langue peuvent venir d'une autre langue
Exemple: robot vient de robota en tchèque cheval←caballusen latin bouillir← bullire en latin shopping← shopping en anglais les nems← nem en vietnamien
En conclusion, jusqu'à maintenant, la langue étrangère, les images et les tableaux sont les moyens les plus usuels et efficaces dans l'enseignement du vocabulaire aux lycéens
II.1.2 Application du principe concentrique
The concentric principle in the communicative approach is effectively implemented in these three manuals, both in terms of situational context and linguistic resources This means that a single communicative intention is conveyed through various linguistic means.
Prenons un exemple dans la leỗon 11, GRAMMAIRE, p.116:
Pour exprimer un conseil, on peut utiliser l'impératif et le verbe "conseiller"
- Je rentre tard Ferme bien la porte avant de te coucher
- Ce livre est intéressant Je te conseille de l'acheter tout de suite
On emploie encore les verbes: falloir, pouvoir, devoir" au conditionnel présent
- Il pleut à verse Il faudrait que tu restes
- Vous pourriez arrêter de fumer C'est mauvais pour votre santé
- L'examen aura lieu bientôt Tu devrais travailler davantage!
- Je te conseille de fermer la porte
- Il faudrait que tu fermes la porte
- Tu pourrais fermer la porte Il fait froid
- Tu devrais fermer la porte
This principle clearly enables learners to avoid repetition and monotony in communication, as it provides them with multiple options to express the same idea or intention.
In conclusion, the ultimate goal for students learning foreign languages is to effectively use these words for communication Therefore, it is essential to pay attention not only to meaningful words but also to function words, as they play a crucial and significant role in the communication process.
II.1.3 Présentation explicite du vocabulaire
According to the structure of textbooks, each unit has specific communicative objectives realized through various communication situations Therefore, it is clear that to achieve these objectives, the vocabulary provided must be contextualized In other words, the presented words are entirely geared towards fulfilling the communicative goals.
Prenons un exemple dans TP11, leỗon 11, p.116 Pour exprimer un conseil, on utilise soit l'impératif soit le verbe "conseiller" soit les verbes falloir, pouvoir, devoir au conditionnel présent
Demander aux élèves de formuler dans les situations:
(1) Vous êtes en voiture Vote copain conduit depuis très longtemps sans s'arrêter Vous lui conseillez de s'arrêter toutes les deux heures
(2) Dans un parc: un jeune de votre âge marche en s'amusant sur les pelouses Demander aux élèves de mettre une croix devant la phrase qui exprime un conseil
(1) ( ) il est tard Tu ( ) devrais baisser la télé
You have worked hard and deserve some rest Following the lesson structures, application exercises are provided If students can complete these exercises correctly, it indicates their understanding and assimilation of the lesson The objectives are met when students can effectively reuse the learned vocabulary and structures in everyday conversations.
II.1.4 Types de textes et d’exercices variés
The themes of the texts are diverse, designed to meet educational and informational goals while considering the age and psychology of students Topics include school, the internet, leisure activities, literature, Francophone countries, notable figures, monuments, and science Additionally, cultural elements are prominently featured through photos, images, words, phrases, and texts, reflecting both French and global socio-cultural contexts as well as the experiences of the students themselves.
Quant aux exercices, les types les plus fréquents sont les exercices lexicaux et sémantiques
The vocabulary exercises in TP10, TP11, and TP12 include various engaging activities such as identifying the odd word out, matching words with their definitions, grouping synonyms, finding antonyms or word origins, and determining the meanings of words.
Exemple 1 : A quoi penser le nom ô ộcole ằ ?
Exemple 2 : Entourez l'intrus: a) dessiné, consulté, apprécié, électricité b) librairie, bibliothèque, cinéma, livre c) livres, revues, journal télévisé, journaux
Exemple 3: Reliez les mots aux définitions:
1 informatique a) appareil automatique, capable de se substituer à l'homme pour effectuer certains travaux
2 ordinateur b) mot qui vient de "information automatique"
3 Internet c)machine capable d'effectuer automatiquement des opérations arithmétiques et logiques
4 calculateur d) réseau mondial constitué d'ordinateurs publics ou privés qui offre de multiples services
1 Robert aime l'électricité et la vidéo a le jardinage
2 Pierre adore l'eau b le foot
3 Stéphanie aime jouer avec les mots et les lettres c la natation
4 Michel aime les matchs et la compétition d les mots croisés
5 Xavier adore découvrir les animaux e les jeux vidéo
6 Anne adore les fleurs et les plantes f les fermes
Exemple 5: Vrai ou faux? Vrai Faux a Une hôtesse de l'air travaille dans un avion b Un serveur est un informaticien c Une vendeuse travaille dans un magasin d Une institutrice enseigne dans une université e Une secrétaire travaille dans une entreprise
Exemple 6: Devinez de qui on parle a Elle fait de la danse Elle est b Il joue au foot Il est c Il compose des morceaux de music Il est d Elle fait de la natation f Il regarde la télé Il est
ETUDE DE CAS : ÉTAT DES LIEUX DE L'ENSEIGNEMENT DU VOCABULAIRE AU LYCÉE À OPTION LƯƠNG VĂN TUỴ À NINH BÌNH ET PROPOSITIONS PÉDAGOGIQUES
Enseignement du vocabulaire à ce lycée à option
French teachers in Vietnam have mixed feelings about newly published textbooks for teaching French as a foreign language (FLE) While some educators celebrate these resources, others, particularly recent graduates or those with traditional training, find the materials challenging to implement Their concerns primarily revolve around the chosen methodologies rather than the objectives themselves.
To enhance vocabulary comprehension, teachers advise students to identify unfamiliar words and either deduce their meanings independently or receive explanations In the first approach, students hypothesize the meanings of new words using illustrations and context; if this proves too challenging, they can refer to the glossary at the end of the textbook When direct explanations are necessary, teachers may employ direct method techniques, such as gestures and facial expressions, provide the Vietnamese equivalent, or encourage students to reflect on the meaning.
La langue véhiculaire pendant la phrase de l'explication est souvent la langue maternelle
In the classroom, teachers often highlighted new vocabulary words, opting to provide Vietnamese equivalents or paraphrases rather than encouraging students to infer meanings from context and illustrations This approach led to lengthy discussions aimed at re-explaining previously learned words Some teachers reverted to traditional methods, asking students to provide the French term corresponding to a Vietnamese word or explaining not only the meaning of a phrase but also its syntactic combination, even when it wasn't necessary for text comprehension Such practices reflect a reliance on traditional teaching methods, with some educators excessively using Vietnamese equivalents for French words.
Présentation du public de l’enquête
The survey is a valuable tool for gathering information based on observations of responses to a set of targeted questions In this research, we focused on a survey conducted with 100 students from the specialized classes at Lương Văn Tuỵ High School in Ninh Bình The aim of the survey was to assess the current state of French language teaching, particularly vocabulary acquisition, and to identify the challenges faced by high school students during their French learning journey.
Nous avons consacré un mois (de 15 février à 15 mars) à envoyer la fiche de questionnaires aux élèves et à analyser des données
Our survey consists of 12 questions, both closed and open-ended, presented in a multiple-choice format Students simply need to select the appropriate answer and mark the corresponding box To enhance comprehension and assist students in making informed choices, we have provided instructions in Vietnamese The majority of our survey questions are closed-ended, featuring short, straightforward answers that are easy to understand.
Through this survey, we aim to gather objective and accurate information regarding the role of the French language and vocabulary, as well as the methods of teaching and learning French in general, with a specific focus on vocabulary, at Luong Van Tuy High School in Ninh Binh.
This survey aims to gather precise data on the significance of vocabulary in the teaching and learning of French at our high school, rather than attempting to address all issues related to French vocabulary instruction.
III.2.1 Place du franỗais au lycộe et importance du vocabulaire
QUESTIONS RÉPONSES Pourcentage l Vous commencez à apprendre le franỗais depuis quand?
2 Le choix du franỗais est fait par:
3.Quel est votre but de l'apprentissage du franỗais?
- Pour continuer vos études universitaires 14 14%
4.D'après vous, qu'est - ce qui est le plus important dans l'apprentissage du franỗais?
In observing the data from 100 students at Lương Văn Tuỵ High School in Ninh Bình, it is evident that nearly half (46%) begin learning French in middle school, while a majority (54%) start in high school Notably, no students begin learning French in elementary school In contrast, English is taught to students from elementary levels, leading to intense competition for French, as the number of English classes continues to increase.
Among the surveyed students in elective classes, 73% stated that they chose French independently, while only 27% reported that their parents influenced this decision Additionally, students must pass an entrance exam, and the school has no authority over their language choice.
Additionally, 14% of respondents indicate that their primary motivation for learning French is solely to pass the baccalauréat, leading them to dedicate minimal time to the subject In contrast, a significant 83% aspire to pursue higher education Only a small percentage of students (3%) have alternative goals for learning the language.
Compared to regular classes, French does not attract many students and is less popular than English However, in elective classes, most students view French as a crucial tool for their final exams and university entrance competitions Those in elective classes dedicate a significant amount of their time to studying French, as they also participate in national competitions.
Our investigation reveals that among the three components of language, grammar ranks first (58%), followed by vocabulary (31%), and phonetics (11%) Students find French grammar significantly more challenging than English grammar, yet they perceive French words as easier to pronounce than their English counterparts However, in exams and competitions, the primary focus is placed on grammar, leading students to concentrate mainly on grammar rules and practice exercises It is crucial to emphasize that vocabulary acquisition is also essential for language learning.
This survey highlights the crucial role of vocabulary in learning French, emphasizing that "syntax is organized around the lexicon" (Courtillon) and that it is impossible to teach a language devoid of words and meaning Vocabulary is described as "the flesh of the language" (M-C Tréville), as communication with others is unattainable without words Therefore, teaching and learning vocabulary is essential for effective communication in a foreign language.
Unlike English exams, French exams do not include a "phonetics" section, which is why students tend to overlook this skill They often believe that mastering phonetics is the responsibility of university-level education.
III.2.2 Remarques sur la méthode d'enseignement/apprentissage du vocabulaire au lycée
1.Quand vous avez des difficultés lexicales, qu'est - ce que vous faites?
- Vous demandez l'aide du professeur 13 13%
- Vous devinez le sens du mot 15 15%
- Vous passez à un autre mot 9 9%
2.Comment mémorisez - vous les mots nouveaux?
- Vous les écrivez plusieurs fois 61 61%
- Vous les répétez à haute voix 12 12%
- Vous les lisez et les écrivez en même temps 27 27%
3 Comment vous apprenez les mots nouveaux?
- Vous apprenez par coeur les mots isolés 46 46%
- Vous les mettez en contexte 12 12%
- Vous les rangez selon le thème 16 16%
- Vous les traduisez en vietnamien 26 26%
4.Qu'est - ce que vous faites pour retenir des mots déjà acquis?
- Vous lisez des livres, des journeaux en franỗais?
- Vous rédigez un texte court sur n'importe quel sujet
5 Quand apprenez - vous les mots nouveaux?
6 Comment est - ce que votre professeur enseigne les mots nouveaux?
- Il énumère tous les mots et les traduit en vietnamien
- Il explique les mots nouveaux par des exemples
- Il explique les mots nouveaux si vous demandez
Vocabulary plays a crucial role in foreign language teaching and learning While the acquisition of grammatical and phonetic rules can be limited to specific periods during the learning process, vocabulary acquisition continues throughout a person's life Teaching vocabulary is not merely about providing students with new words; rather, it focuses on enabling them to communicate effectively in a foreign language using those words.
Our survey results highlighted the comprehension challenges faced by students when dealing with French texts 63% of respondents reported using a dictionary, while 13% seek help from their teacher, 15% try to infer the meaning of words, and 9% skip to another term Regular students typically learn vocabulary in class, but option students need to study extensively at home due to teachers being overwhelmed in class Only a small percentage of students manage to deduce word meanings from context.
How do students memorize new words? Research shows that 61% learn by writing them multiple times, 12% repeat them aloud, and 27% read and write simultaneously Clearly, writing words repeatedly is a popular and effective method for vocabulary acquisition among learners.
Vocabulary is essential for learning foreign languages, yet 46% of learners report studying isolated words, a practice that often leads to poor outcomes While students may acquire a large vocabulary, they struggle to use these words in real communication situations Isolated words remain passive, hindering students from effectively expressing their ideas despite their extensive vocabulary To improve retention and usage, it is crucial to place words in specific contexts Observations reveal that only 12% of students contextualize words, 16% learn them by theme, and 26% translate them into Vietnamese, indicating a continued reliance on the traditional "reading-translation" method.
Propositions pédagogiques destinés à améliorer l'enseignement du
Vocabulary is often composed of interconnected systems, making it essential for it to be presented systematically Additionally, the memorization of vocabulary relies on the common features of words and is always referenced to previously learned terms.
The long-standing practice of teaching isolated words without context has been a detrimental habit among Vietnamese students Effective language instruction involves more than just providing vocabulary; it requires teaching students how to communicate in a foreign language Shifting students towards this new habit can be challenging, but presenting words thematically and in context is an emerging trend that helps learners infer meanings and understand usage in communication scenarios Therefore, it is advisable for teachers to group new vocabulary by theme.
En réalité, cette manière permet aux élèves d'associer les mots nouveaux à des mots déjà connus et de faciliter beaucoup la mémorisation chez eux
Exemple: Le thème " l'école " est entouré par l'ensemble des mots suivants:
- Dans le cartable: des livres, des cahiers, une trousse, un classeur, des feuilles perforées
- Dans la trousse: des crayons (de couleur), une gomme, un taille-crayon, une règle, un stylo à bille, un feutre
(2) Les lieux dans une école: des salles de classe, une cour, une bibliothèque, un terrain de sport, un gymnase, une cantine
For themes such as fruits, animals, colors, clothing, and transportation, teachers can utilize tangible objects or images to illustrate new vocabulary These tools enhance classroom engagement and promote active participation among students.
Nous donnons ici les thèmes: ordinateur
Un clavier, une souris, une unité centrale, un écran, une enceinte, une imprimante, un scanner, un CD-Rom
+ Prenons un exemple sur les mouvements du corp
Denis slides on the sidewalk, while Agnès stumbles over a step Bruno accidentally steps on a woman's foot A child moves forward to cross the street, putting himself at risk of being hit by a car In a hurry, Flo rushes in and grabs the child by the arm to prevent an accident.
+ Donnons un exemple sur les postures et changements de position :
Il est allongé Il est couché à plat ventre Il se lève Il se tient bien
She raises her arm while he stands with his arms extended She is seated with her legs crossed, and he stretches out, extending his legs He then lowers his arms, bending them at the elbows.
By influencing students' visual perception, this drawing enables them to immediately grasp the meaning of the provided words without the need for translation, as it is closely related to their personal experiences.
In summary, teaching words by theme alongside images is an effective, engaging, and varied approach that motivates both teachers and students This method is particularly suitable for the current conditions of some high schools, where teaching resources are still limited and the use of technical aids in language classes is restricted Therefore, we believe that this strategy should be implemented more frequently in vocabulary instruction, especially for high school students.
IV.2 Enseignement par les jeux de mots
Games serve as a metalinguistic tool that enables students to distance themselves from language for effective learning This approach enhances lexical competence among learners, as games significantly influence vocabulary acquisition The playful motivation, desire, and enjoyment associated with games can invigorate the language classroom and encourage deeper student engagement in their learning process Additionally, games and creative exercises allow learners to use the vocabulary they have acquired in new and personal ways, moving beyond the original contexts in which the words were learned.
Cette méthode répond aussi aux besoins des apprenants: apprendre en jouant Grâce à ces jeux, les élèves, en jouant sont vraiment impliqués dans l'acquisition du vocabulaire
Engaging students in word games enhances their observation, reflection, and analytical skills over time These games facilitate vocabulary accumulation and are particularly effective in high school settings for vocabulary learning In language classes, word games serve as a favored method for introducing vocabulary to children, providing them with essential lexical knowledge that supports the development of four key skills Consequently, once students master vocabulary on a specific topic, they can communicate their acquired knowledge effectively in oral discussions.
Il existe plusieurs types des jeux de mots Dans le cadre de ce mémoire, nous en proposons des principaux et très souvent utilisés dans l'enseignement du vocabulaire
IV.2.1 Mot disparu (se fait par oral ou par écrit)
Ce jeu se fait en équipe Chaque fois qu'un élève trouve la bonne réponse en temps limité, il fait gagner un point à son équipe Matériel:
- Des cartes d'illustrations ou simplement une liste des mots écrits sur le tableau
- Etaler les cartes ou écrire les mots sur le tableau (pas plus de dix)
- Après avoir laissé un petit moment pour l'observation, demander aux élèves de fermer les yeux;
- Cacher une ou deux cartes ou effacer un ou deux mots;
- Demander aux élèves de trouver les mots disparus oralement ou par écrit
IV.2.2 Trouver des mots en changeant une lettre d'un mot
Par ce jeu, l'enseignant écrit un mot au tableau Les élèves doivent écrire, sous ce mot, un mot nouveau en changeant une lettre et une seule:
PORT PORT PORT PORT nouveaux mots: FORT PART PONT PORC
Après quelques exemples, l'enseignant leur demande d'établir une liste, en colonne ó chaque mot est obtenu en changeant une lettre - une seule - du mot précédent
Exemple: l PORT 2 PART 3 PARC 4 PORC
On arrête le jeu quand un élève ou une équipe a trouvé 5 mots, 10 mots Ou bien on donne une limite de temps: 3 minutes, 5 minutes
IV.2.3 Trouver des mots commenỗant par une lettre donnộe
In a collaborative and time-efficient activity lasting 3 to 5 minutes, students are tasked with identifying as many objects or people as possible that begin with the letters "B," "F," or "H" from their surroundings in the classroom, including drawings and photographs.
The teacher encourages students to identify objects that start with the letter "m" by closely observing their classroom, drawings, and photos The goal is to discover as many words as possible, and the team that finds the most words will be declared the winner.
The teacher presents a list of words, among which one word stands out as different in meaning or nature Students are encouraged to identify the unique word.
Prenons les exemples: Entourez l'intrus
- blanc, brune, gentil, noir, violet
- aller,boire, dormir, manger, prendre
- ananas, orange, poire, mangue, pomme de terre
- père, fils, frère, copain, soeur
- acteur, journaliste, boulangerie, pianiste, boucher
- aéroport, train, voiture, vélo, moto
- livres, cahiers, dictionnaire, vêtements, stylos
- poison, viande, charcuterie, fromage, beurre
- tennis, handball, marche, ruggby, lecture
IV.2.5 Création des mots à partir d'un mot donné
The teacher presents a word, such as "house," and challenges the students to find all possible words that can be formed from its letters Students can collaborate in groups, and the teacher facilitates a friendly competition where the group that discovers the most words within a set time frame will be declared the winner.
Préparation: écrire sur le tableau 10 mots coupés en 2 En voici dix à titre d'exemple
In May, various words were discovered, including "champagne," "elephant," and "umbrella." The term "different" appears frequently, highlighting the diversity of the items listed Other notable words include "bottle," "salad," and "child," showcasing a mix of themes The challenge lies in the complexity of these terms, emphasizing the unique combinations found in the text.
Les élèves ont à trouver les 10 mots en combinant la partie d'un mot de la colonne
A avec la partie correspondante de la colonne B On leur demande de relier les 2 parties du mot avec un trait, puis d'écrire ces mots
IV.3 Enseignement par des synonymes et des antonymes
Vocabulary is often organized into interconnected systems, making systematic and organized presentation essential Memorizing vocabulary relies on common traits among words and their association with previously learned terms Therefore, it is beneficial to introduce words in groups Grouping words with similar characteristics helps students connect new vocabulary to familiar terms, enhancing retention There are various methods to categorize words, but using synonyms and antonyms proves to be particularly useful and essential in vocabulary instruction.
On peut enseigner les mots nouveaux par des synonymes:
Voiture automobile permission autorisation Visage figure rapidité vitesse Hausse augmentation commencement début souliers chaussures enfant gamin joie gaợtộ abri refuge
- Des verbes synonymes: raconter conter permettre autoriser partager diviser calmer rassurer rôtir griller commencer débuter
Se presser se dépêcher prendre saisir s'abriter se réfugier
Cette technique permet leur d'associer le mot à une notion qu'ils comprennent dans la langue maternelle et d'apprendre deux ou trois motsau lieu d'un seul
On peut aussi présenter les mots par leurs antonymes
- Des verbes antonymes: monter descendre défaire faire entrer sortir retirer ajouter partir arriver commencer finir pleurer rire aimer hạr salir laver dormir veiller
- Des noms antonymes attaque défense permission interdiction pauvreté richesse lenteur vitesse hausse baisse fin début mensonge vérité jour nuit joie tristesse aube crépuscule
Ce procédé offre aussi des avantages dans l'enseignement/apprentissage du vocabulaire Les élèves peuvent mémoriser les mots nouveaux en groupe d'opposition plus facilement
IV.4 Enseignement par utilisation des supports pédagogiques