CADRE THÉORIQUE
Vocabulaire franỗais
Vocabulary is a crucial element of any language Mastering grammar alone is insufficient for effective communication if one lacks vocabulary Therefore, a strong command of vocabulary is essential for foreign language learners Among foreign languages, French is notable for its rich and diverse vocabulary system To gain a better understanding of French vocabulary, we will explore its definitions and types through various documents.
Vocabulary can be understood in various ways Primarily, it refers to the words found within a specific language or the words listed in a dictionary.
According to Wikipedia, the lexicon of a language comprises all its words, or more specifically, its lemmas in linguistic terms The words within a lexicon create a cohesive system of meaning that evolves over time The relationships between words, both in form and especially in meaning, as well as the various meanings of the same word, are highly diverse.
The vocabulary serves as a tool to convey the meaning of a message in both oral and written communication According to Luste-Chaa (2009), there are simpler and more concrete definitions of vocabulary that highlight its essential role in effective communication.
Additionally, vocabulary represents a heterogeneous and evolving subset, providing only partial access to the complete lexicon of a language In other words, while the theoretical lexicon of the French language is the same for everyone, the vocabulary varies significantly from one individual to another, as not everyone knows the same words (Luste-Chaa, 2009).
The vocabulary refers to the specific set of words used by a speaker during a particular speech act It represents the actualization of certain words from the speaker's individual lexicon According to Bailly (2007), vocabulary encompasses the words of a language, taking into account their history, formation, and meaning.
Dans son Dictionnaire de didactique du franỗais langue ộtrangốre et seconde, Jean-Pierre (2003) annonce que ô dans l’usage courant, le terme vocabulaire dộsigne l’ensemble des mots d’une langue ằ.
D’après le dictionnaire Larousse (2000) le vocabulaire est défini comme
1 ô l’ensemble des mots d’une langue : le vocabulaire franỗais ằ
2 ô l'ensemble des termes propres à une science une technique, un groupe, un auteur, etc L'ensemble des mots que quelqu’un utilise effectivement: le vocabulaire de la médecine de l’aéronautique, avoir un vocabulaire riche, pauvre (synonyme Langue) ằ
3 ô l'ouvrage comportant les termes spộcifiques d’une discipline: un vocabulaire franỗais-latin (synonyme Lexique) ằ ô Il est ộvident que le vocabulaire est d’une importance primordiale pour l’apprentissage d’une langue ộtrangốre ằ (Galisson, 1976) ô En effet, s’il est dộjà important de maợtriser la langue sur le plan grammatical et syntaxique pour pouvoir communiquer, il est primordial d’avoir une bonne connaissance du vocabulaire Ce dernier constitue le noyau dur aussi bien dans la production que dans la comprộhension d’une langue ằ (Coady, 1997)
Pour Picoche Jacqueline, dans Prộcis de lexicologie franỗaise L’ộtude et l’enseignement du vocabulaire c’est ô l’ensemble des mots utilisộs par un locuteur donnộ dans des circonstances donnộes ằ (Picoche, 1992)
En synthétisant toutes ces définitions, nous pouvons dire que les mots utilisés et compris par les locuteurs d’une communauté linguistique forment ce que l’on appelle vocabulaire.
In summary, vocabulary is a system of words that an individual understands by learning a language Each word corresponds to a specific term or a group of words with similar meanings, belonging to a family of words and possessing a fundamental meaning.
Le vocabulaire peut être classé selon différents critères, caractéristiques et fonctions.
Polguère (2003) emphasizes the need to differentiate between the vocabulary of a text and that of an individual The vocabulary of a text refers to the complete set of lexemes utilized within that text In contrast, an individual's vocabulary is a subset of the lexicon of a given language, consisting of the lexemes that the individual has mastered.
En outre, le vocabulaire peut être classé en deux catégories: le vocabulaire actif et le vocabulaire passif.
According to Picoche (1992), an individual's active vocabulary consists of the words and phrases they use spontaneously in expression In contrast, passive vocabulary includes words that a person understands and can interpret accurately or approximately when reading or listening, but rarely, if ever, uses in writing or speaking.
Pour mieux comprendre ces deux catégories de vocabulaires, nous avons comparé les similitudes et les différences entre eux.
- Similitudes: le vocabulaire actif et passif comprend des mots que chaque individu peut maợtriser et exprimer spontanộment.
According to Polguère, the vocabulary of a text is characterized by its use in specific contexts with certain limitations Picoche further distinguishes between active and passive vocabulary, noting that passive vocabulary consists of words that learners can understand but can only articulate when they encounter or hear them.
En particulier, selon Luste-Chaa (2009), il est évident que le volume de vocabulaire passif est nettement supérieur à celui du vocabulaire actif, surtout chez les apprenants en langue étrangère.
Méthodes d’enseignement et d'apprentissage du vocabulaire
Les méthodes traditionnelles, dites aussi méthode grammaire-traduction, dérivaient de l’enseignement des langues anciennes et jouaient un rôle important dans l’enseignement/ apprentissage du vocabulaire.
The teacher had full control over the classroom, possessing both knowledge and authority He selected the texts, prepared the exercises, asked questions, and graded the responses The language used in class was the mother tongue, and interactions consistently flowed in a one-way direction from the teacher to the students.
Ces méthodologies avaient pour but principal la lecture et la traduction de textes littéraires en langue étrangère et étaient donc profondément lexicalistes, en accordant une grande importance au vocabulaire.
La méthode directe a été largement utilisée dès la fin du XIX e siècle jusqu’à la moitié du XX e siècle.
Des mots étrangers sont enseignés sans passer par l’intermédiaire de leurs ộquivalents franỗais Le professeur explique le vocabulaire à l’aide d’objets ou d’images, mais ne traduit jamais en langue maternelle.
De plus, cette méthode aide l’apprenant à penser en langue étrangère le plus tôt possible.
En particulier, tout comme dans les méthodes traditionnelles et la méthode
Méthode audio-visuelle est opposée à la méthode directe Elle s’est développée aux États-Unis de 1940 à 1970 afin de faire face aux nécessités de l’armée.
In this method, vocabulary took a secondary role compared to syntactic structures Both structures and vocabulary were integrated into a recorded dialogue accompanied by static images, designed to present the vocabulary and structures for study and facilitate communication in a foreign language In summary, this method aimed to develop the four communication skills.
1.2.4 Méthode structuro globale audio-visuelle (SGAV)
Emerging between the 1960s and 1980s, the audiovisual global-structural methodology transformed the teaching of French as a foreign language (FLE) This approach is founded on the association of sounds with images, utilizing both verbal and non-verbal means, such as rhythm, intonation, gestures, spatial-temporal context, and social and psychological factors It effectively accounts for all these elements that play a crucial role in communication.
Cette méthode accorde la priorité à l’enseignement/apprentissage du vocabulaire puisque, les quatre compétences (la production orale, production écrite, compréhension orale, compréhension écrite) sont visées.
En outre, Elle prend également en compte l'expression émotionnelle et émotionnelle, ce qui n'a pas été envisagé auparavant.
Teaching vocabulary was approached delicately, with fundamental French deemed essential for the initial stage of learning French as a Foreign Language (FLE) Basic vocabulary was carefully selected and introduced based on areas of interest derived from fundamental French.
Au Milieu des années 1970, on a assisté en France à l'apparition de l'approche communicative.
La fonction essentielle d'une langue est de communiquer Ainsi, toutes les activités proposées en classe ayant pour objectif de construire ces quatre compétences de la communication langagière.
To effectively communicate in the classroom, learners must have a basic vocabulary that enables them to engage in exchanges Consequently, there is a frequent demand among learners for both quantitative and qualitative vocabulary development This need is linked to two key functions: understanding information in a general sense and being able to express oneself without focusing on grammatical errors or vocabulary limitations.
It is essential to teach learners the importance of vocabulary comprehension in education For speakers, selecting and using words accurately is crucial for effective communication, while for listeners and readers, grasping the meaning of words is vital for understanding.
According to the principles of the communicative approach, the teacher places the learner at the center of the learning process to aid in the development of comprehension and production strategies This approach emphasizes presenting words within sentences or phrases that facilitate communication, particularly focusing on speech acts rather than teaching isolated words.
Notion de la lecture
Human knowledge is limitless, and to expand our understanding, it is essential to read extensively But what exactly is reading? There are numerous definitions of reading, and here we will focus on a few that encapsulate the most accurate interpretations.
Viala and Schimitt (1982) defined reading in their work "Savoir Lire." According to these authors, reading a text involves deciphering a written document in a strict sense However, in a broader context, reading means observing a set of signs, regardless of their nature, to understand their meaning.
According to Cristiana (2010), reading is a cognitive technique that facilitates text comprehension through the construction and interpretation of textual signs This means that reading involves not only decoding the text but also grasping its meaning, themes, content, and the author's intent Therefore, reading is a fundamental activity of the human mind Books serve as a source of knowledge and experiences, enabling individuals to learn and improve their work and life.
Reading has long played a crucial role in various aspects of life To succeed both personally and professionally, individuals must continuously seek knowledge and education Reading enriches one’s understanding, experiences, and personal development It serves as a means to learn, comprehend, and ultimately enhance the quality of life The significance of reading is evident in daily life and in the teaching and learning of foreign languages Despite the advancements in radio, television, and modern technology, reading remains the most vital cultural medium, an essential and obligatory leisure activity, and the richest source of scientific and cultural information.
1.3.3 Apprentissage du vocabulaire à travers l'activité de lecture
Vocabulary plays a crucial role in learning foreign languages, particularly French Learners can expand their vocabulary across various domains, with reading being a common and effective method This approach offers significant advantages, as there is a strong connection between vocabulary and reading; knowledge of vocabulary influences a reader's comprehension of a text, while reading also contributes to vocabulary development (Giasson, 1994).
To understand a text, it is essential to know the meaning of each word, as a learner's vocabulary breadth significantly impacts their reading comprehension Therefore, vocabulary development is closely linked to reading For instance, misinterpreting a word's meaning while reading can lead to misunderstandings Furthermore, we can enhance our vocabulary by encountering new words in context Specifically, this method of vocabulary learning aids learners in retaining new words longer, as these words are likely to be repeated throughout the text In summary, vocabulary and reading are inseparable.
Conclusion du chapitre
Le premier chapitre nous permet d’expliciter quelques notions-clés du vocabulaire et de la lecture.
This section covers the definitions, types, and methods of vocabulary teaching and learning, along with the role of reading and vocabulary acquisition through reading activities It provides a comprehensive overview that serves as a foundational knowledge base for conducting our survey among teachers and students of French in the second year at the University of Foreign Languages, Hué The results gathered will be analyzed in the second chapter.
ENQUÊTE
Présentation de la recherche
2.1.1 Rappel des objectifs de recherche
Notre recherche vise trois objectifs suivants:
- chercher à comprendre la réalité de l’enseignement/apprentissage du vocabulaire.
- découvrir les origines des difficultés de l’apprentissage du vocabulaire chez les étudiants de deuxième année.
- proposer des solutions pour que l’enseignement/apprentissage du vocabulaire soit plus efficace.
Notre enquờte a ộtộ menộe auprốs de 32 ộtudiants de franỗais en deuxiốme année du Département (K16) et de 5 enseignants qui sont responsables de cours de Pratique de la Langue.
Nous avons conỗu 2 questionnaires Le premier comprend 11 questions destinées aux enseignants et le deuxième comporte 21 questions réserves aux apprenants (Voir Annexes 1 et 2)
Le contenu de chaque questionnaire comprend 2 parties principales:
- Partie B: Contenu de l’enquête (comprend 3 sous-parties)
+ Enseignement/apprentissage du vocabulaire et importance du vocabulaire dans l’apprentissage des langues
+ Méthodes d’apprentissage du vocabulaire par compétences (la lecture)
Afin d'atteindre l'objectif de recherche proposé consistant à étudier
"Learning vocabulary through reading activities presents challenges and solutions This study focuses on second-year French students at the Higher School of Foreign Languages, University of Hué We employed methods such as document collection, questionnaire surveys, and statistical data analysis."
Résultats de recherche
Voici les principaux résultats de recherche, présentés dans les trois constats suivants:
2.2.1 Conscience de l'importance du vocabulaire
Nous avons reỗu les commentaires de la part des enseignants et des ộtudiants.
Graphique 1: Conscience des étudiants sur l'importance du vocabulaire
Graphique 2: Conscience des enseignants sur l'importance du vocabulaire
The analysis of Graphs 1 and 2 indicates that all respondents recognize the significance of vocabulary in language learning Specifically, 100% of the teachers surveyed believe that vocabulary is crucial for acquiring a foreign language, compared to 88% of the students Notably, no participant disputes the importance of vocabulary.
2.2.2 Habitudes et vision de l'apprentissage du vocabulaire
Graphique 3: Habitudes d'apprentissage du vocabulaire (Étudiants)
Graphique 4: Habitudes d'apprentissage du vocabulaire (Enseignants)
The data presented in Graph 3 indicates that while students recognize the significance of vocabulary in learning French, they dedicate insufficient time to vocabulary acquisition Only 16% of students spend more than 60 minutes per day on vocabulary study, the lowest percentage recorded Conversely, 56% of students allocate around 30 minutes, representing the highest proportion This trend suggests that students may lack effective methods for learning vocabulary, leading to diminished interest in their studies and consequently less time spent on vocabulary learning.
In contrast, the surveyed teachers have a notably different perspective on vocabulary learning time According to 60% of respondents, students should dedicate more than 60 minutes per day to vocabulary study Meanwhile, 40% of the teachers believe that 60 minutes a day is adequate for vocabulary learning Notably, no teacher supports the notion of limiting vocabulary study to just 30 minutes per day.
2.2.2.2 Vision de l'apprentissage du vocabulaire
Graphique 5: Vision de l'apprentissage du vocabulaire
The majority of teachers and students believe that the best way to develop a rich vocabulary is by learning all new words, with 41% of students and 60% of teachers supporting this view Additionally, 25% of students prefer to learn only common words, while 20% of teachers focus on both common words and key vocabulary related to specific subjects.
2.2.3 Apprentissage du vocabulaire à travers l’activité de lecture
Graphique 6: Apprentissage du vocabulaire à travers l’activité de lecture
Graphique 7: Apprentissage du vocabulaire à travers l’activité de lecture
The survey results from both teachers and students are aligned, with a significant majority believing that vocabulary acquisition through reading activities is highly effective Concrete situations aid learners in grasping the meanings of new words, leading to 66% of students and 80% of teachers rating this method as very effective, as illustrated in graphs 6 and 7 Notably, no respondents considered this approach ineffective.
The question "Do you have difficulties learning vocabulary through reading activities?" garners significant interest from both teachers and students A substantial majority respond affirmatively, with 88% of students and 60% of teachers indicating challenges Conversely, 12% of students and 40% of teachers report no difficulties The learners face various obstacles when applying this method, particularly in searching for and determining the meanings of words.
Graphique 8: Difficultés d’apprendre le vocabulaire à travers l’activité de lecture
Conclusion du chapitre
This chapter presented and analyzed the data collected from a survey of 5 teachers and 32 learners The findings highlight both the strengths and areas for improvement in students' vocabulary learning.
Data collected from questionnaires administered to teachers and learners indicate that vocabulary plays a crucial role in foreign language acquisition, serving as an essential component for effective communication However, learners continue to face challenges in vocabulary acquisition, which can be attributed to learning methods, unreasonable time allocation for study, and other contributing factors.
C’est ainsi que le chapitre 3 sera réservé à des propositions à l’intention des responsables, des enseignants et des étudiants pour surmonter les difficultés auxquelles les étudiants sont confrontés.
PROPOSITIONS
Pour le Dộpartement de Franỗais et de Russe
The Department of French and Russian offers online vocabulary exercises and competitions at the end of each semester for various levels This initiative allows French students to practice and enhance their vocabulary anytime and anywhere, while also motivating them to put in significant effort.
Additionally, it is essential to establish a French club and organize extracurricular activities that allow all students to interact and share their learning experiences This will create an ideal space for students to relax while practicing their knowledge and skills.
Pour les enseignants
Teachers should focus more on students' motivation and learning attitudes, assisting them in accurately assessing their foreign language needs, particularly in French, for their future This support enables students to identify their motivations, cultivate positive learning attitudes, and implement effective learning strategies.
It is essential for teachers to identify students' interests and language proficiency Based on their level and preferences, suitable websites and communication methods will be recommended Additionally, it is desirable to provide a list of films, cartoons, and songs as supplementary tools.
Teachers should design engaging activities to help students retain vocabulary in the classroom, such as having them memorize new words for a minute Additionally, educators can encourage students to create sentences using the learned words or write a passage similar to the reading text These types of activities enable learners to reuse new vocabulary and enhance long-term retention.
Teachers systematically organize words and help students recognize their meanings in various communication contexts Through both written and spoken French practice, they encourage memorization and the effective use of appropriate vocabulary.
Pour les apprenants
First, learners must clearly define their goals and motivations for learning French to develop an appropriate study plan This approach fosters a more active learning attitude, which encourages them to engage more enthusiastically and dedicate additional time to vocabulary acquisition.
Secondly, learners should develop effective learning strategies by categorizing and organizing vocabulary for memorization, rather than attempting to memorize all new words at once Specifically, they can learn new words by theme or subject, focusing on communicative situations, and then reintegrate them into both oral and written production.
Thirdly, it is essential to dedicate more time to reviewing previously learned words Additionally, group work plays a significant role in this process Regular practice is highly recommended for language learning in general and vocabulary acquisition in particular.
To effectively expand their vocabulary, learners should simultaneously practice the four skills: listening comprehension, oral production, speaking, and writing Each skill plays a crucial role in reinforcing and enhancing vocabulary Students will become accustomed to choosing quality resources for self-study by engaging with peers and seeking feedback from teachers.
Les sites pour apprendre le franỗais ộtant nombreux, nous nous permettons de proposer trois bons sites gratuits qui pourront aider les étudiants à améliorer le vocabulaire et la communication.
Memrise is the premier website for discovering and learning French vocabulary Its intuitive design combines lessons with flashcards, audio, and easy-to-remember rules, facilitating rapid vocabulary acquisition for learners.
After a brief introduction, there is a consolidation of previously learned words through multiple-choice questions In addition to French, Memrise offers a variety of other languages, including English, Spanish, Italian, and Korean It is an excellent app for enhancing students' vocabulary.
Figure 1: Site Memrise (http://www.memrise.com/fr/)
TV5Monde is a well-known resource for French language learners, catering to all proficiency levels from beginner to advanced The site enables students to stay updated on international news and select materials that suit their needs for better information access Notably, the vocabulary is tailored to various themes and levels, facilitating easier acquisition of lexicon and its quick application across different skills.
Bonjour de France is an interactive website developed with the collaboration of teachers worldwide, offering numerous activities for practicing French Similar to TV5Monde, it categorizes content by different levels of proficiency and provides authentic materials on various topics such as gastronomy, travel, recipes, and music, along with exercises and self-assessment tools This enables learners to easily acquire new vocabulary and grammatical structures related to their subjects of study Additionally, the site offers valuable resources to help students prepare for the DELF exam at levels A1, A2, B1, and B2.
Figure 3: Site Bonjour de France (http://www.bonjourdefrance.com)
Conclusion du chapitre
The survey results highlight the undeniable significance of vocabulary in learning and using a foreign language It is an essential component that serves as a prerequisite for developing the four key skills: reading comprehension, listening comprehension, written production, and oral production.
However, the results also indicate that learners faced certain challenges due to unreasonable time allocation and inadequate learning methods We believe that the teaching and learning of French will be more effective with investment from both teachers and learners, particularly through self-directed learning Additionally, the attention and support from the Department of French and Russian are essential.
Our research titled "Vocabulary Learning Through Reading Activities: Challenges and Solutions" focuses on second-year French students at the School of Foreign Languages, University of Hué, and is currently in its final phase Vocabulary is a crucial component for learners, serving as a prerequisite for developing linguistic skills We have emphasized the importance of vocabulary in student learning and proposed solutions aimed at enhancing the effectiveness of teaching and learning French as a foreign language (FLE).
D'une manière générale, notre mémoire a répondu aux questions de départ du sujet:
- Quelles difficultés les étudiants de deuxième année (K16) rencontrent-ils souvent dans l'apprentissage du vocabulaire à travers l'activité de lecture?
- Comment améliorer le vocabulaire des étudiants de deuxième année franỗais?
Parmi les résultats obtenus dans le présent travail, nous nous rendons compte des contributions que pourrait apporter notre recherche:
The thesis systematically organizes key theoretical elements related to the research field, including the definition and types of French vocabulary, methods for teaching and learning vocabulary, and the concept of reading, which encompasses its definition, role, and the acquisition of vocabulary through reading activities.
Based on our theoretical analysis, we clarified the actual vocabulary learning situation of students and gained a general overview of the teaching and learning processes for second-year students From this foundation, we proposed solutions and strategies to enhance the quality of student learning As a fourth-year student who has completed all language practice courses, we deeply understand the challenges faced by learners, which has aided us in analyzing the gathered information more effectively Additionally, our internship at Hai Ba Trung High School provided us with the opportunity to observe firsthand the learning conditions of high school students in language practice courses, allowing us to identify the difficulties encountered by both students and teachers.
Acknowledging our limitations is essential, as our scientific experience is still developing and our memory cannot encompass the depth of our research Given that this is our first attempt at this research, it is natural for gaps to occur Therefore, we welcome feedback and suggestions from readers, particularly from educators.
We hope that the findings of this research will serve as a valuable reference for students in the French and Russian Departments, as well as for interested readers.
In the future, we aim to enhance our research under improved conditions, expanding our focus to achieve more precise and reliable results Our primary goal is to improve French language learning and make this endeavor more beneficial for future student cohorts.
Bailly, D (1997).Didactique de l’anglais,volumes Nathan.
Coste, D & Galisson, R (1980).Dictionnaire de didactique des langues,Paris. Courtilion, J (1989) Lexique et apprentissage de la langue Lexiques FDM: Recherches et Applications.
Cristiana, C (2010) Le rôle de la lecture dans l’apprentissage et l’utilisation du FLE, Colloque international.
Cường, N.T (2018).Stratégies d’apprentissage du vocabulaire utilisées par les apprenants du franỗais comme deuxiốme langue ộtrangốre à Quang Ngai,
Cuq, J.P (2003) Dictionnaire de didactique du franỗais: langue ộtrangốre et seconde CLE International, Paris.
Giasson, J (1994).La lecture et l’acquisition du vocabulaire Quộbec franỗais.
Hương, T.H.T (2012) đã nghiên cứu thực trạng và đề xuất giải pháp nhằm nâng cao chiến lược học từ vựng của sinh viên Khoa Tiếng Anh chuyên ngành tại Trường Đại học Ngoại ngữ - Đại học Đà Nẵng Nghiên cứu này cung cấp cái nhìn sâu sắc về những thách thức mà sinh viên gặp phải trong việc học từ vựng và đưa ra các phương pháp hiệu quả để cải thiện kỹ năng này.
Le dictionnaire Larousse (2000): http://www.larousse.fr/
Luste-chaa, O (2009) Les acquisitions lexicales en franỗais langue seconde: conceptions et applications, éditions Universitaires Européennes.
Picoche, J (1992).Prộcis de lexicologie franỗais, Nathan universitộ, Paris.
Picoche, J (1977).Précis de l’enseignement du vocabulaire, Paris.
Polguère, A (2003) Lexicologie et sémantique lexicale: notions fondamentales,
Tagliante, C (1994).La classe de langue, CLE International, Paris.
Thuỵ, H.D.T (2016) Méthodologie de la phonétique, du vocabulaire et de la grammaire, Université de Hué.
Viala, A & Schimitt, M (1982).Faire lire, Paris.
ANNEXE 1: Questionnaire auprốs des enseignants de franỗais
ANNEXE 2: Questionnaire auprốs des apprenants de franỗais
30
Mesdames, Messieurs, ẫtudiante du Dộpartement de Franỗais et de Russe à l’ẫcole Supộrieure de Langues Étrangères de Hué, je prépare un mémoire de fin d’études sur le sujet
“Apprentissage du vocabulaire à travers l'activité de lecture: difficultés et solutions. ẫtude du cas des ộtudiants de franỗais en 2ốme annộe de l’ẫcole Supộrieure de Langues Étrangères, Université de Hué”
The objectives of my research are diverse: to observe the methods of vocabulary teaching and learning among educators and learners, to identify challenges, and to propose strategies for enhancing vocabulary instruction and acquisition.
Ainsi, votre coopération, à travers les réponses à ce questionnaire, est la bienvenue.
Depuis quand enseignez-vous le franỗais?
I Enseignement/apprentissage du vocabulaire et importance du vocabulaire dans l'apprentissage des langues
1 À votre avis, l'apprentissage du vocabulaire joue-t-il un rôle important dans l'apprentissage et l'amộlioration du niveau de franỗais?
2 Si vous évaluez l'importance de l'amélioration du vocabulaire sur une échelle de 1 (sans importance) à 10 (très important), vous choisirez:
Sans importance Peu important Important Très important
3 D’après vous, de combien de temps les apprenants ont-ils besoin chaque jour pour apprendre le vocabulaire?
4 Combien de nouveaux mots doivent-ils apprendre par jour?
5 Quelle est votre vision de l'apprentissage du vocabulaire?
□ Apprendre tous les nouveaux mots
□ Apprendre uniquement les mots courants
□ Apprendre les mots-clés / champs de vocabulaire d'un sujet
Apprendre tous les nouveaux mots
Apprendre uniquement les mots courants
Apprendre les mots-clés / champs de vocabulaire d'un sujet
6 À votre avis, quelle est la principale raison pour laquelle l'apprentissage du vocabulaire est inefficace?(plusieurs réponses possibles)
□ Manque de ressources, de matériel d'apprentissage
Manque de ressources, de matériel d'apprentissage 0 0%
II Méthodes d'apprentissage du vocabulaire par les compétences (la lecture):
7 Pensez-vous à combiner les 4 compétences (CO, CE, EO, EE)? Pourquoi?
(une variété des réponses donnée par les enquêtés)
8 Que pensez-vous de l’apprentissage du vocabulaire à travers l'activité de lecture? Pourquoi?
9 Quels sont les avantages et les inconvénients de cette méthode?
(une variété des réponses donnée par les enquêtés)
10 Selon vous, que font les étudiants pour exploiter pleinement et efficacement le vocabulaire à travers des activités de lecture?
(une variété des réponses donnée par les enquêtés)
11 Quels sont vos conseils, vos suggestions pour aider les étudiants à amộliorer et dộvelopper leur vocabulaire franỗais?
- Pour le Dộpartement de Franỗais - Russe:
(une variété des réponses donnée par les enquêtés)
(une variété des réponses donnée par les enquêtés)
(une variété des réponses donnée par les enquêtés)
35
Bonjour, ẫtudiante du Dộpartement de Franỗais et de Russe à l’ẫcole Supộrieure de Langues Étrangères de Hué, je prépare un mémoire de fin d’études sur le sujet
“Apprentissage du vocabulaire à travers l'activité de lecture: difficultés et solutions. ẫtude du cas des ộtudiants de franỗais en 2ốme annộe de l’ẫcole Supộrieure de Langues Étrangères, Université de Hué”
The objectives of my research are diverse: to observe the methods of vocabulary teaching and learning among educators and students, to identify the challenges faced, and to propose strategies for enhancing vocabulary instruction and acquisition.
Ainsi, votre coopération, à travers les réponses à ce questionnaire, est la bienvenue.
1 Vous ờtes ộtudiant de franỗais K16, ẫcole Supộrieure des Langues Étrangères, Université de Hue ………
3 Est-ce que vous avez appris le franỗais avant d'entrer à l'universitộ?
□ Oui (Si oui, veuillez répondre aux questions 4 et 5)
□ Non (si non, veuillez ne pas répondre aux questions 4 et 5, répondre à la
4 Depuis combien d'annộes ộtudiez-vous le franỗais?
5 Avez-vous passé le test de compétence linguistique DELF?
I Enseignement/apprentissage du vocabulaire et importance du vocabulaire dans l'apprentissage des langues
6 À votre avis, l'apprentissage du vocabulaire joue-t-il un rôle important dans l'apprentissage et l'amộlioration du niveau de franỗais?
7 Si vous évaluez l'importance de l'amélioration du vocabulaire sur une échelle de 1 (sans importance) à 10 (très important), vous choisirez:
Sans importance Peu important Important Très important
8 Au début de l'apprentissage du vocabulaire, avez-vous eu du mal à chercher et à enrichir votre vocabulaire? Si oui, de quelles difficultés s’agit-il?
(une variété des réponses donnée par les enquêtés)
9 Habituellement, quelle(s) méthode(s) utilisez-vous pour mémoriser le vocabulaire? (plusieurs réponses possibles)
Communiquer avec des natifs, des francophones, des amis
Apprendre le vocabulaire grâce à une langue intermédiaire
Lire des livres, des journaux en franỗais ẫcouter la radio, de la musique, regarder des films franỗais
Communiquer avec des natifs, des francophones, des amis
Apprendre le vocabulaire grâce à une langue intermédiaire
14 14% franỗais Écouter la radio, de la musique, regarder des films franỗais
10 Ces méthodes ont-elles vraiment donné de bons résultats pour vos études?
11 Combien de temps passez-vous chaque jour à apprendre le vocabulaire? D’après vous, combien de nouveaux mots faut-il apprendre?
12 Combien de nouveaux mots doivent-ils apprendre par jour?
13 Quelle est votre vision de l'apprentissage du vocabulaire?
□ Apprendre tous les nouveaux mots
□ Apprendre uniquement les mots courants
□ Apprendre les mots-clés / champs de vocabulaire d'un sujet
Apprendre tous les nouveaux mots 13 41%
Apprendre uniquement les mots courants 8 25%
Apprendre les mots-clés/ champs de vocabulaire d'un sujet 5 15%
14 À votre avis, quelle est la principale raison pour laquelle l'apprentissage du vocabulaire est inefficace? (peut choisir plusieurs réponses possibles)
□ Manque de ressources, de matériel d'apprentissage
Manque de sérieux 7 22% matériel d'apprentissage
15 Lorsque vous rencontrez un nouveau mot, que faites-vous habituellement pour comprendre sa signification?
II Méthodes d'apprentissage du vocabulaire par les compétences (la lecture)
16 Pensez-vous à combiner les 4 compétences (CO, CE, EO, EE)? Pourquoi?
(une variété des réponses donnée par les enquêtés)