BASE THÉORIQUE
Concept du travail de groupe
1.1 Définition du travail de groupe
In recent years, schools have increasingly adopted group work as a method to enhance student learning Educators are exploring alternatives to traditional teaching practices, aiming to place students at the heart of the educational system To evaluate the effectiveness of group work, it's essential to first define what constitutes a group within a classroom and to understand the concept of group pedagogy.
Bachelard (1991) emphasizes that in school, the influence of peers is more significant than that of teachers, highlighting the importance of interaction among students for a beneficial educational experience This underscores the value of group work in fostering a supportive learning environment.
Group work serves as a valuable educational tool, enabling students to build knowledge through collaborative activities and shared projects This approach involves dividing the class into small groups, where students engage in a common task aligned with objectives set by the teacher By participating in this collective effort, students confront and exchange ideas, enhancing their learning experience However, it is essential to recognize that merely gathering individuals in one place does not constitute a true group; a group exists only when the collaboration transcends the sum of its parts According to Raoul Pantanella (2013) in an article from Cahiers Pédagogiques, a group dynamic is established through a dual movement of interaction among its members.
- des individus sur le groupe,
- du groupe sur les membres qui le constituent
The interdependence among members is crucial for a group's effective functioning, suggesting that a group operates as a cohesive unit Marie-Christine Toczek (2004) highlights the concept of a "constituted group," where individuals engage in social interactions and maintain interdependent relationships This notion is vital for fostering a beneficial group dynamic Toczek references Lewin (1943), who proposed a more dynamic definition of a group, emphasizing that interdependence among members is a more defining characteristic than the similarities among individuals.
To effectively engage in group work, a minimum of three students is necessary to foster dialogue and potential cognitive conflict, which involves cognitive interactions among individuals with differing viewpoints This pedagogical tool is designed to elevate students to a higher cognitive level, facilitating their progress Interaction is a hallmark of group work, as it is through the confrontation of diverse perspectives that children construct their knowledge In this context, group work aligns with constructivism, which emphasizes that learning occurs through interaction with others; indeed, it is the student who builds their understanding through engagement with peers.
According to Philippe Meirieu (1995), a constructivist pedagogy aims to prioritize intellectual learning by placing the student at the center of the educational process, making them an active participant This approach seeks to reverse the traditional dynamics of work and leisure groups, focusing not on tasks or the emotional experiences of the group but on the cognitive development of each member An effective learning group exists solely to provide a space and means for intellectual growth for every participant.
Pour approfondir cette définition, il faut mettre le travail de groupe en opposition au fonctionnement de la classe traditionnelle, comme le fait Merieu
Group work is characterized by plural relationships and exchanges, grounded in contact with reality, while minimizing the authority of the teacher For effective group work, the teacher must no longer be the sole reference point; instead, responsibilities should be delegated to students, who are then regarded as active participants in the learning process.
Ultimately, group work involves the gathering of students who have developed a sense of identity and recognition, fostering a new relationship with knowledge This definition leads us to view group work as a genuine pedagogical method that holds intrinsic value and significance, a position supported by Michel Barlow (2004).
1.2 Caractéristiques du travail de groupe
Currently, the demand for innovative learning methods emphasizes the importance of initiative, active participation, self-directed work, and the pursuit of scientific truth among learners to foster positive knowledge and skills Among these approaches, teamwork plays a particularly crucial role for students.
Teamwork is a learning approach that requires each member to commit to working collaboratively without direct guidance from an instructor, focusing instead on cooperation and the proper delegation of tasks throughout the process.
Le travail de groupe est démontré:
Tous les membres du groupe visent l'objectif commun fixé par le groupe : + Il existe une connexion mutuelle entre les membres
+ Intérêts communs et responsables dans le produit intellectuel du groupe
Si le travail de groupe est organisé et contrôlé de manière scientifique et raisonnable, il apportera de nombreux avantages Il peut être résumé comme suit:
Group work in the classroom fosters a supportive environment where students can communicate, exchange ideas, and learn from one another It allows less-performing students to collaborate with stronger peers, not only to complete their tasks but also to receive assistance in overcoming challenges This approach cultivates a spirit of autonomy, solidarity, and cooperation, encouraging students to support each other in their learning and work endeavors.
Group work in the classroom fosters the development of social skills, organizational abilities, language proficiency, communication skills, discussion techniques, opinion defense, and conflict resolution Additionally, it provides shy and less confident students with the opportunity to speak up, express their opinions, and ultimately become more confident, dynamic, and bold in front of their peers As a result, the outcomes of their collaborative efforts improve significantly.
Group work enhances students' ability to collaborate effectively It allows them to cultivate skills in creativity, evaluation, synthesis, analysis, and comparison Through tackling problem-solving scenarios, students learn to study in a suitable, efficient, and innovative manner, gaining valuable experiences and lessons while adapting to a collective working environment.
However, if the grouping method is misapplied and does not align with the content while lacking effective implementation skills, it can become merely a formal process This may lead to a non-collaborative outcome that is time-consuming, as passive individuals tend to shift the workload onto active and enthusiastic members.
To achieve high results in classroom group work, it is essential for each member to have a clear understanding of their responsibilities and to effectively practice their teamwork skills.
1.3 Raisons du travail de groupe dans le cours Guide touristique
MÉTHODOLOGIE DE RECHERCHE
Objectifs de recherche
Nous effectuons la recherche intitulée:‘‘ Travail de groupe dans le cours
The article "Tourist Guide: Challenges and Solutions – Case Study of French Students in the 3rd and 4th Years at the Higher School of Foreign Languages, University of Hué" aims to identify common difficulties faced by French students during group work It provides effective solutions to help them overcome these challenges and enhance their learning of specialized subjects.
Méthode d'approche
To gather adequate information for the study, we conducted a synthesis and analysis of documents related to group work and effective teamwork methods to implement Chapter 1 - Theoretical Framework.
We achieve results through collaborative classroom work, which includes participation in study sessions and group discussions among students This approach helps identify common challenges faced by French learners in group settings and provides solutions to help them overcome these difficulties and enhance their learning experience.
We conducted a survey among third and fourth-year French students at the Department of French and Russian, School of Foreign Languages, University of Hue The questionnaire, prepared in Vietnamese, included both closed and open-ended questions.
Based on the student questionnaire, we assess the challenges faced by third and fourth-year French students in group work methods This evaluation allows us to identify both the strengths and limitations of the students' collaborative skills.
Méthodes d'analyse des données (qualitatives et quantitatives)
A partir des résultats obtenus dans l'enquête, nous synthétisons et réalisons des statistiques pour produire des données précises sur le sujet
2.3.1 Objet de recherche et public visé
Notre groupe se concentre sur la recherche des difficultés et des solutions du travail de groupe des ộtudiants des franỗais en 3ốme et 4ốme
Nous faisons cette recherche basộe sur 50 ộtudiants des franỗais en 3ốme et 4ốme, Dộpartement de Franỗais et de Russe, ẫcole Supộrieure de Langues Étrangères, Université de Hué.
Outils de recherche
We utilize questionnaires and desktop software such as Microsoft Word and Excel to conduct our research Additionally, we employ tables to compare, contrast, and analyze the data effectively.
Processus de recherche
To understand the collaborative work methods of students, our research process was conducted in several steps: Step 1 involved synthesizing relevant documents on the research topic, creating questionnaires for students, and preparing for data collection and surveys Step 2 focused on implementing these tools to gather insights effectively.
- Enquête et collecte de données;
- Compléter le chapitre 1 - Base théorique et le chapitre 2 - Méthodes de recherche;
- Traitement des données, compléter le chapitre 3 - Résultats de la recherche et discussion et propositions Étape 3: Résumer et finaliser le rapport de résultats
RÉSULTATS ET DISCUSSION
Situation actuelle du travail de groupe des ộtudiants de franỗais en 3ốme et 4ốme annộes, Dộpartement de Franỗais et de Russe
Les rộsultats de recherche montrent que les ộtudiants de franỗais en troisiốme et quatrième années rencontrent certains avantages ainsi que des inconvénients
3.1.1 Points positifs du travail de groupe
Most French students in the Department of French and Russian recognize the significance of group work in the Tourism Guide course for their learning Many students are eager to participate in groups while studying this course and other specialized subjects.
Group work in the Tour Guide course allows members to recognize their roles and develop various skills This collaborative environment encourages everyone to express themselves, fostering greater boldness, confidence, and responsibility among participants.
In addition to other learning methods, group work offers numerous benefits, including enhancing student cohesion and helping students acquire and master more knowledge.
- Le travail de groupe crée de nombreux produits intellectuels riches et de qualité, reconnus et appréciés des enseignants
3.1.2 Limites du travail de groupe
The effectiveness of group work remains low, as most collaborative efforts are formal and primarily focused on product creation, neglecting the essential process of group cooperation needed to develop those products.
Most students lack proficiency in essential group work skills, particularly in areas such as active listening, information sharing, collaborative attitudes, and self-assessment.
Awareness during group work participation is low, leading to ineffective contributions, as some students tend to adopt a wait-and-see mentality, relying on others to drive the discussion.
- L'auto-évaluation du groupe manque encore d'objectivité, les groupes attachent plus d'importance à l'évaluation et à la notation des membres, et qu’à l'évaluation du processus de travail du groupe
Question 1: A votre avis, qu’est – ce qu’un groupe ?
Tableau 1: Niveau de perception du groupe des ộtudiants de franỗais
Définition du groupe Nombre d’étudiant %
Un rassemblement de nombreuses personnes ayant le temps de travailler ensemble 0 0%
Un rassemblement de deux personnes ou plus travaillant ensemble 0 0%
Un rassemblement de nombreuses personnes, ayant du temps pour travailler ensemble, assignant du travail à chaque personne, s'aidant, partageant et coopérant les uns avec les autres
Un rassemblement de deux personnes ou plus, ayant le temps de travailler ensemble, se conformant aux principes du groupe, partageant, coopérant et ayant le même objectif
The accurate perception of the group is crucial for effective teamwork, as a distorted perception can hinder collaborative efforts.
Based on the results from Table 1, it is evident that none of the students defined a group as simply a collection of individuals with time to work together (0%) Instead, 28% of students view a group as consisting of many individuals who collaborate, share tasks, and support one another Meanwhile, 72% of students defined a group as two or more individuals working together, adhering to group principles, sharing, cooperating, and pursuing a common goal Additionally, 50 students believe that this collaborative approach is essential for effective learning These findings indicate that the majority of students have a solid understanding of group work and recognize its importance in the learning process.
Question 2: Quels sont les avantages du travail de groupe?
Tableau 2 : Évaluation générale aux avantages du travail de groupe d'étudiants Avantages du travail de groupe Nombre d’étudiant %
Créer une interaction et une meilleure communication dans le travail
Rassembler des informations et apprendre beaucoup d'expériences 30 60%
Créer une relation amicale et ouverte dans le travail 6 12%
According to the survey results presented in Table 2, group discussions offer significant benefits to students, with 60% reporting that they can gain insights and learn from their experiences Additionally, 28% highlighted improved interaction and communication in the workplace, while 12% noted that group work fosters friendly and open relationships among team members.
Group work offers numerous benefits to students, including active participation, enhanced understanding, creativity, unity, enjoyment, and comfort It allows them to gather valuable information and learn from diverse experiences, making it a preferred choice for many students.
Group work fosters connections among students by encouraging discussion and the exchange of information and experiences This collaborative effort enhances interaction and communication, allowing individuals with diverse personalities to connect and appreciate a collective perspective while setting aside their subjective opinions As a result, group work helps students feel more united and closer to one another.
Group work facilitates students' understanding of lessons while fostering a joyful and comfortable classroom atmosphere Through group discussions, students exchange ideas, listen to each other's opinions, and explore questions with multiple answers This collaborative approach allows them to present and critique responses objectively, acknowledging that not all answers are entirely correct Consequently, group work enhances their knowledge base, enabling students to challenge incorrect viewpoints Teachers provide feedback on group presentations, further aiding comprehension and knowledge retention Ultimately, group work promotes a free and engaging learning environment, helping students feel more at ease and happier during collaborative activities.
Question 3: Est-ce que aimez – vous le cours Guide touristique ?
Tableau 3: Le niveau de préférence Niveau de préférence Nombre d’étudiants %
According to the survey results presented in Table 3, 58% of students enjoy group work significantly, while 24% express indifference or a lack of interest in collaborative tasks Notably, 2% of students dislike group work and find it boring.
The data presented highlights key characteristics of students' thoughts and attitudes towards group work As noted, group work is essential in both national education and higher education, contributing significantly to teaching and learning outcomes For desired results to be achieved, students must possess enthusiasm and passion for collaborative efforts However, it is concerning that 24% of students express a lack of interest in group work, as this disinterest can hinder the attainment of high results when team members are not motivated to participate actively.
Question 4 : Les compétences en travail de groupe sont-elles importantes?
Tableau 4: Niveau d'importance des compétences en travail de groupe
According to the survey results in Table 4, 52% of students rated group work as very important, while 48% considered it important Notably, no student deemed it unimportant or of little importance, indicating that nearly all students recognize the significance of group work skills.
Question 5: Participez-vous souvent au travail de groupe dans le cours Guide touristique?
Tableau 5: Fréquence du travail de groupe d'étudiants
Causes des limites
The positive aspects of group work are undeniable; however, respondents admit that they do not achieve good results when working in teams Some students even claim that this approach is more formal and less effective than individual work Many respondents identify several limitations, which can be categorized into objective and subjective causes.
The group work method is widely utilized across nearly all courses; however, it can lead to psychological fatigue and boredom during the process, significantly impacting the overall effectiveness of group work.
- La méconnaissance de la position de chaque membre du groupe Prenons un exemple: le chef de groupe n’est pas assez compétent pour assurer son rôle: gestion de groupe
There is a lack of cohesion among students, leading to an environment that is neither friendly nor open Additionally, the group's working atmosphere is poor, with few opportunities to recognize and utilize the full potential of students As a result, many students either do not engage actively or only participate because it is mandatory.
- Certains étudiants pensent que l'étude en groupe prend beaucoup de temps
Indeed, some individuals wait for others, leading to idle chatter This results in unfinished tasks and can create inefficiency in group work, causing serious students to fear collaborative efforts.
Many students are accustomed to the high school study methods and are surprised when they encounter a new learning approach that demands initiative, self-inquiry, and knowledge acquisition through discussion and collaboration with peers.
The third reason pertains to the diversity in levels and paces among students, which creates challenges in heterogeneous groups Some surveyed students believe that the variations in levels and rhythms require significant time investment, yet the outcomes are not particularly high.
- D’après des enquêtés, les bons étudiants se permettent de travail A cause de cela, les étudiants faibles se trouvent inutiles dans le travail de groupe
- Certains étudiants croient que le travail de groupe n'est pas leur propre travail Alors ils attendent souvent les résultats de travail d’autres membres du groupe
- Une autre cause est bien liée à la répartition inégale du travail entre les membré du groupe Cela rend certains ennuyés dans le travail de groupe
- La derniốre cause est relative à la non maợtrise des compộtences nộcessaires
La plupart des étudiants manquent des compétences nécessaires pour le travail de groupe Le rendement de travail n'est donc pas élevé.
Propositions en vue d’améliorer la qualité du travail de groupe
After analyzing the data, we have assessed the group work methods of French students and confidently proposed improvements to enhance their effectiveness These recommendations focus on key areas such as student support and suggestions, as well as increasing student engagement in group work within the Tourist Guide course.
3.3.1.1 Accompagner les étudiants pendant leurs études
In the current foreign language teaching method, the teacher's role is to guide students in acquiring skills while addressing their questions and providing useful suggestions Therefore, engaging in dialogues with students is essential to understand their needs and challenges in group work, enabling them to overcome obstacles effectively.
Since students are not yet accustomed to group work, it is essential for the teacher to play a significant role in suggesting effective group work methods, particularly in the General Tourist Guide course and specialized subjects This guidance helps students build a foundation for more efficient collaboration in the classroom.
In addition to providing students with useful resources, teachers must engage in conversations with learners to identify their challenges, understand the underlying causes, and explore potential solutions Simultaneously, it's essential to encourage and motivate students to collaborate in the tourism guide course, fostering trust, initiative, and creativity during their work.
The way students work is influenced by the teaching methods of their professors Through dialogue, educators can understand the techniques used by students and make necessary adjustments accordingly We believe that teachers play a crucial role in helping students acquire skills and knowledge Additionally, they serve as reliable advisors, guiding students on effective study methods and resources tailored to their individual levels and goals.
A cụtộ des solutions pour l’enseignant de franỗais, les rộsultats de l’enquờte fournissent des solutions pour les étudiants
3.3.2.1 Augmenter l'initiative et la positivité
Eighteen percent of surveyed students admit to frequent conflicts during group work, significantly affecting their learning process With a limited understanding of the importance of collaboration, students struggle to connect with their new learning environment and peers Therefore, it is essential for students to shift their perceptions, actively socialize, listen, and engage with fellow classmates, guided by their teachers, particularly in the French language course and during group work activities.
In the classroom, students must maintain a serious and positive attitude to fully absorb the essential knowledge for effective work Additionally, they should actively ask questions during group activities to clarify any uncertainties and prevent conflicts.
Moreover, knowledge mastery extends beyond group discussions With limited classroom time and increasingly challenging lessons, learners must engage in self-study after each class to effectively grasp newly acquired knowledge.
In our opinion, establishing regular dialogue between the teacher and students is essential for discovering valuable advice and creating effective group work sessions in the Tourist Guide course.
Après le processus de mise en œuvre, nous avons terminé le sujet de recherche
"Travail de groupe dans le cours Guide touristique des ộtudiants de franỗais,
The Department of French and Russian at the Higher School of Foreign Languages, University of Hué, has identified the challenges students face while working in groups, as well as the benefits that group work provides This understanding enhances our ability to teach teamwork skills in our tourism guide course We also propose effective team-working methods that encourage students to engage more actively in the learning process, enabling them to acquire knowledge quickly and achieve optimal results.
Group work is a vital aspect of learning in the academic environment, particularly within the French and Russian Departments It fosters a supportive atmosphere for students to enhance essential teamwork skills and encourages student initiative Additionally, this collaborative approach allows students to practice creative thinking, improve communication skills, and develop a spirit of cooperation and mutual assistance.
In summary, teamwork skills are crucial for students as they enhance critical thinking and creativity This is particularly important for third and fourth-year students who are preparing for graduation We hope that the research findings will serve as a valuable resource for students in the French and Russian departments, as well as a theoretical foundation for future topics.
Barlow, M (2004) Le travail en groupe des élèves Paris : Éditions Bordas pédagogie
Marie-Christine TOCZEK (2004) Le dộfi ộducatif, ô des situations pour rộussir ằ Malakoff : Armand Colin
Meirieu, P (1995) Apprendre en groupe, Tome 1 : Itinéraires des pédagogies de groupe Lyon : Chronique sociale
Meirieu, P (1995) Apprendre en groupe, Tome 2 : Outils pour apprendre en groupe Lyon : Chronique sociale
I don't know!
We are students of the French class K14A at the Department of French, Higher School of Foreign Languages, University of Huế Currently, we are working on the topic "Group Work in the Classroom."
COURS GUIDE TOURISTIQUE - CAS DES ÉTUDIANTS DE FRANÇAIS EN TROISIÈME ET QUATRIÈME ANNÉES, DÉPARTEMENT DE FRANÇAIS ET
DE RUSSE, UNIVERSITÉ DE HUÉ"
Your assistance in completing the questionnaire below will help us gather data to identify challenges and propose effective group work solutions for third and fourth-year students at the Department of French, School of Foreign Languages, University of Hué.
Pour chaque question, veuillez cocher (X) les informations appropriées ou la réponse dans l'espace vide
Merci beaucoup de votre collaboration!