GUIDE TOURISTIQUE - DÉFINITION, RÔLES, EXIGENCES
Cadre théorique
Dictionaries explore various concepts related to tourist guides The online Petit Robert provides numerous definitions for the term "guide," and we aim to present the most relevant ones according to our perspective.
(1) “Personne qui accompagne pour montrer le chemin.”
(2) “Celui, celle qui conduit d'autres personnes dans la vie, les affaires.”
D’après Larousse dictionnaire en ligne définit le guide touristique comme “
Personne qui fait métier d'orienter et de renseigner les visiteurs dans des endroits réputés ou dignes d'intérêt.”
Alors, nous avons eu un aperỗu des guides touristiques qu'ils sont les personnes trốs importante qui assure le commentaire et la découverte de touriste
De plus, Commissariat gộnộral au Tourisme du Belgique (2015) affirme que ô Le guide touristique prend en charge un groupe de personnes dans le cadre d’une visite à thème, dans un lieu défini et fournit différentes informations sur les aspects historiques, artistiques, culturels, architecturaux, gastronomiques, etc ằ (http://metiers.siep.be/metier/guide-touristique/)
According to the World Federation of Tourist Guide Associations (2005), a tour guide is defined as a person who leads visitors in their chosen language and interprets the cultural and natural heritage of a region Bui Thi Thanh Thuy further emphasizes that a guide plays a frontline role, directing individuals or groups during tours, ensuring adherence to itineraries, delivering informative and entertaining commentary, and creating positive experiences for participants.
According to Pond (1993), a skilled guide is one of the most valuable assets for a tourism business due to their prominent and constant role in interacting with visitors over extended periods.
Zillinger et al (2012) define a tour guide as a leader who stops at various locations, performing a blend of repeated and improvised rituals The guide not only leads the way but also highlights key attractions, instructing tourists on what to observe and how to position themselves for optimal viewing Ultimately, the guide serves as an interpreter, playing a central role in shaping the overall experience for visitors.
A tour guide not only directs visitors to various locations but also serves as a professional time manager, efficiently organizing the itinerary and ensuring engaging commentary Prior to the tour, they conduct thorough research and reconnaissance to estimate the necessary duration and align their insights with the flow of the visit Given that tour times can be limited, they must prioritize essential information over supplementary details Additionally, a tour guide should be well-versed in practical aspects of the visit, such as parking, meal breaks, restaurant reservations, and souvenir shop locations Tours may take place on foot, by bus, or by boat, requiring adaptability in their approach.
Parmi ces définitions multiples pour les guides touristiques, une définition la plus connue est fournie par l'Association internationale des directeurs de tour et la
According to the European Federation of Tourist Guides Associations (EFTGA, 1998), a tourist guide is defined as an individual who leads groups or individual visitors from abroad or their home country through specific attractions or historical sites They enthusiastically promote the cultural and natural heritage of the tourist destination in an entertaining manner, using the language preferred by the visitor.
In Vietnam, the regulation governing tour guides is outlined by the National Administration of Tourism, as per Decision No 235/DL-33 HTDT, issued on October 4, 1994 According to this regulation, tour guides are defined as specialized officials employed by travel companies, including those with tour operations, who are responsible for guiding visitors in accordance with the signed travel itinerary.
Tourist guides are professionals employed by travel companies and agencies, responsible for organizing and implementing signed tourism programs to meet tourists' needs They provide explanations about attractions, address issues related to the execution of tourism programs within their authority, and aim to create positive experiences for travelers This comprehensive understanding reflects the reality and nature of their work.
1.2 Distinction les types de guide touristique:
The classification of tourist guide types varies worldwide, with each country and region having its own system However, we can categorize them based on several criteria.
Tableau 1.1 Les types du guide touristique par les critères
Classộ par Truong Tien Dung (2018, le cours ô Code du tourisme ằ )
According to Bui Thi Thanh Thuy (2009), the classification of tourist guides is primarily based on their functional roles, tasks, and the scope of their activities In developed countries, tourist guides are categorized into three levels.
Local tour guides play a crucial role in assisting tourists as they arrive in the city They help with customs clearance, currency exchange, and luggage organization while ensuring visitors reach their accommodations smoothly Additionally, they organize city tours and provide comprehensive insights into various aspects such as history, culture, economy, and demographics These guides address tourist-related services and issues, enhancing the overall travel experience in the city.
A domestic tour guide is authorized to lead clients throughout the country, manage all transportation arrangements, provide customer service, and oversee the tourism itinerary.
- Guide touristique internationale : Le type le plus avancé de guides touristiques
The mission is to guide tourists traveling across various countries, taking on the role of manager and leader responsible for all aspects related to tourism and travel Tourists are likened to a "living encyclopedia," highlighting the wealth of knowledge and experiences they bring to their journeys.
Au Vietnam, la classification des types de guide touristique est définie par l'administration nationale du tourisme du Vietnam (dans le code du tourisme du Vietnam de 2017)
According to Article 58 of the 2017 Vietnam Tourism Law, there are three types of tour guides: international tour guides, domestic tour guides, and local tour guides.
Le guide touristique international utilise des langues étrangères pour servir les touristes étrangers sur le territoire du Vietnam En outre, il peut aussi guider les touristes vietnamiens
Les difficultés et avantages du métier guide touristique
- À propos de la famille, du sexe:
Guides embark on their journeys with a suitcase in hand, leaving behind life's troubles They must immerse themselves in their work, often without the chance to think of their families As a result, many guides are single, while those who are married must be diligent in maintaining a harmonious relationship with their families It is essential for them to nurture their happiness, especially during prolonged absences from home.
Women in the tourism industry face significant challenges due to their gender, particularly as tour guides Balancing mandatory work commitments with family responsibilities can be especially difficult for those who are wives and mothers, as they must lead groups away from home regularly Additionally, female guides encounter natural communication barriers, and certain religious sites restrict women's access, complicating their ability to fulfill their roles effectively.
Tourist guides must possess a high level of endurance as they navigate their demanding roles They encounter significant stress while being responsible for the safety of diverse groups of people, each with unique psychological traits Additionally, they often work long hours, requiring them to be available around the clock.
They must support visitors throughout their lengthy journeys across various vehicles, facing extremely harsh weather conditions and challenging terrain These trips can take them far from their families for up to a month, as they accompany clients on adventures in the mountains and rivers, often putting their own lives at risk.
Travel professionals must independently navigate a wide range of situations, from simple to complex, during their journeys They need to possess historical and cultural knowledge, as well as legal, economic, and environmental insights A balance of ancient wisdom and contemporary understanding is essential, along with a grasp of macro-level concepts and attention to the small details of daily life This expertise enables them to effectively engage with all types of guests while implementing their programs.
In terms of mindset, the profession requires individuals to possess endurance and perseverance, managing their emotions while consistently maintaining a cheerful demeanor in front of others.
Tourist guides must effectively use foreign languages to convey a wide range of knowledge while engaging with enthusiastic and satisfied clients This challenging role demands intelligence and can be quite nerve-wracking, making it a task that not everyone is suited for.
- Un travail pour être ami avec le monde entier:
The role of a tour guide revolves around catering to a diverse clientele, including local and foreign tourists of varying ages and needs Modern tour guides often face the challenge of managing groups with different nationalities and expectations, which can make their job more demanding Successfully ensuring that clients feel comfortable, happy, and satisfied requires skill, as any dissatisfaction—such as issues with hotel arrangements, transportation, or meal preferences—can lead to frustration directed at the guide Thus, the profession is not without its challenges, as maintaining a smooth experience for clients is essential yet complex.
Tourist guides enjoy lucrative salaries while exploring fascinating destinations worldwide They stay in luxury hotels and dine on gourmet meals at no personal cost In addition to their agency salary, guides often receive tips from satisfied clients, further enhancing their earnings.
Additionally, this profession enables tour guides to communicate effectively, gain new knowledge, broaden their horizons, and learn intriguing stories, all while continuously engaging in a rich cultural environment.
Tourist guides travel extensively and possess a wealth of knowledge, enabling them to understand various aspects of culture and society They accumulate valuable experience, excel in communication, and demonstrate intelligence across diverse fields After completing their work, they have the opportunity to engage in various areas of social life.
According to Dinh Trung Kien (2018), a tour guide can comfortably pursue various careers leveraging their existing experience and skills They can manage travel agency operations, open new travel agency offices, or represent foreign agencies Additionally, tour guides often transition into roles within human sciences agencies, work in diplomacy, teach as lecturers, become travel magazine experts, or take on careers as drivers, filmmakers, and photographers.
Activitộs d’apprentisage et de la pratique le matiốre ô guide touristique ằ
Tableau 1.2 Programme de cours de guidage touristique au Département de Franỗais
1 Dộcouvrir le mộtier ô Guide touristique ằ
2.2 Les avantages et les inconvénients du guide
3.1 Les éléments influencés au cursus du voyage
3.1.1 Les types de touristes 3.1.2 Les temps et les périodes 3.2.4 Le nombre de touristes et les moyens de transport 3.2.5 Les sites touristiques
3.2.6 L’Organisateur et ses partenaires 3.2 Organiser un tour
3.2.1 Groupe 3.2.2 Individuel 3.2.3 Organigramme 3.2.4 Préparation et accueil 3.2.5 Dans le bus
3.2.6 De l’aéroport à l’hôtel – des infos à fournir 3.2.7 Hébergement et restauration
3.2.8 Visite (hôtel-bus-site/bus-restaurant/bus-site-hôtel) 3.2.9 Activités sur site et suppléments
The guiding course is designed for French tourism students and takes place in the second semester of their third year Upon reviewing the course content, we learned that a tourist guide must possess specific professional qualities and skills, which are developed and enhanced through practical experience The course aims to equip students with the fundamental knowledge required to be a tourist guide, helping them understand how to present a tourist site both orally and in writing, as well as how to appropriately respond to questions from French-speaking foreign tourists.
According to Nguyen Van Hoang's 2018 survey on the "Tourist Guidance" course, there are significant gaps in the curriculum that pose challenges for students He expressed his personal opinion on these issues, highlighting the need for improvements in the course structure to enhance student learning experiences.
After completing the course, he recognized that the knowledge and skills provided were essential, and the amount of theoretical information was vast In reality, students have limited time to practice and apply the knowledge gained in real-world situations.
The lesson content introduces the profession of a guide, outlining their roles, tasks, and the organization of professional activities However, it primarily focuses on the process of organizing these activities, without delving deeply into the guide's role, character, qualities, attitude, and the requirements for being an effective guide.
Learning guiding requires practice, but the limited number of practical exercises is inadequate We only had two practical lessons to work in the field In the first exercise, we created a video showcasing traditional professions in Hue In the second, we practiced as tour guides in the Imperial City, with each student presenting for about five to seven minutes This limited time prevents students from correcting their mistakes, overcoming weaknesses, and enhancing their skills.
- Activités de la pratique des étudiants:
After studying theoretical content, students will transition to practical fieldwork to apply the knowledge and skills imparted by their teachers during a hands-on day at the Citadel – the Thien Mu Pagoda They will be divided into groups to prepare presentations on a pre-arranged site, delivering their presentations in French as if they were tour guides at the Citadel Professors will oversee the students' practical application and assess them based on criteria deemed essential for a French-speaking tour guide.
The Practical module in Hoi An offers a memorable journey filled with cherished memories from our K13 class We engage in a realistic travel experience by booking hotels, checking prices, reserving restaurants, preparing documentation, and managing issues, acting as both clients and tour guides This hands-on experience is the most authentic we’ve had during our four years in the French department, enhancing our understanding of how a tour group operates It provides us with valuable insights into the tourism industry, equipping us with a stronger foundation to tackle future challenges.
Conclusion du chapitre
In conclusion to Chapter I, we provided definitions of a tourist guide and discussed the challenges and benefits associated with this profession By the end of this chapter, readers will have a foundational understanding of the role of a tourist guide.
MÉTHOOLOGIE
Documentation
The documentary research method is frequently employed in scientific research to establish a theoretical foundation Its primary function is to gather essential information and theories related to the research topic This method is crucial for understanding the definitions, advantages, and disadvantages of the profession of tour guiding, guiding us toward appropriate development directions for our subject implementation Additionally, reliable documents enhance readers' comprehension and provide a more objective perspective on the topic In preparing the theoretical framework, we seek documents from various paper and online resources related to tour guiding, including the requirements for becoming a good tour guide and elements necessary for understanding the research problem Furthermore, a solid theoretical base on this information allows us to easily create the questionnaire.
La documentation constitue donc la principale source d’information contribuant à la base théorique en fournissant des statistiques concrètes et des informations utiles.
Enquête par questionnaire
The questionnaire is an effective method for actively collecting information from respondents, allowing us to accurately understand their perceptions, desires, and needs We utilize this approach to identify the challenges faced by students in the practice and study of the "Tourist Guidance" course The questionnaire is written in French, accompanied by a Vietnamese translation to facilitate comprehension for students The primary subjects of the survey are third and fourth-year students from the French and Russian Department at the University of Hué, as they have either completed or are currently enrolled in the "Tourist Guidance" course This group is essential for the study, as they can provide the most objective evaluations based on their personal learning experiences The questionnaire is structured into three parts.
- Information d'enquêtés: Il y a quelques questions permettant de déterminer l'année d’études des étudiants, sexe et leurs désirs sur les travaux dans le tourisme
The current situation of students in learning the course on "Tourist Guidance" and practicing as French-speaking tour guides highlights several challenges they face These challenges include difficulties in understanding the course material and applying it in real-world scenarios Additionally, the study aims to identify essential elements and key professional skills required for a successful career as a French-speaking tour guide.
- Suggestions : Les étudiants vont donner des suggestions personnelles qui nous aideront à créer des propositions présentées dans le chapitre 4
Analyse des données
After gathering responses from students, we summarize the results to obtain the most accurate data We then present the figures in graphical form to facilitate analysis and identify factors influencing students' learning and practice By analyzing these graphs, we gain insights into the differences and similarities among students, confirming whether they face genuine issues From this analysis, we have developed suggestions, solutions, and proposals outlined in Chapter 4.
In conclusion, these methodologies provide a theoretical framework for the study topic while also yielding practical data The subsequent chapter will analyze this data in detail.
DIFFICULTÉS DANS LA PRATIQUE DU GUIDE
Profil des répondants
To address the aforementioned questions, we conducted a survey among third and fourth-year students in the tourism program at the Department of French at the University of Hué This specific audience was selected for several reasons.
Fourth-year students specializing in tourism, particularly in "Tourist Guiding," have gained insights into the challenges faced during their learning process Additionally, these students have had the opportunity to enter the professional world through internships and practical experiences in Hoi.
An, donc ils ont certainement eu l'expérience spécifique à la carrière, ainsi que les compétences professionnelles nécessaires
For third-year students specializing in tourism and participating in travel guide courses, summer internships and field trips will provide valuable hands-on experience This practical exposure allows us to better understand the challenges they face in their learning process, enabling us to offer tailored guidance to help them improve.
Le public se compose des étudiants dans troisième et quatrième année en section du tourisme, à savoir ( voir la figure 3.1) :
Figure 3.1 Nombre d’enquêtés répartis en année universitaire
We conducted a study involving 70 students, of which 47 are female (89%) and 6 are male (11%), who are learning tourism in French at the École Supérieure de Langues Étrangères in Hué This group comprises students from the 13th and 14th promotions As illustrated in Figure 3.1, this highlights the gender disparities in career choices and professional orientation.
Figure 3.1.1 Sexe des participants à l'enquête
Année universitaire Fiches récupérées Pourcentage
Table 3.1 displays the number of surveyed students categorized by academic year It is observed that the data from fourth-year students will be more reliable than that from third-year students, as nearly all fourth-year students completed the survey In contrast, although there is a larger total of third-year students, the percentage of those who responded to the survey is relatively low.
3.1.1 Le temps d’étudiants de commencer à apprendre le francais:
Figure 3.2 Le point de commencement à apprendre le francais d’étudiants
Aprốs avoir vu le figure 3.2, le nombre d'ộtudiants commenỗant à accộder au franỗais depuis l'entrộe à l'universitộ est majoritaire avec 43 ộtudiants (soit 81%)
The second level indicates the number of students starting to learn French at different educational stages, with 6 learners (11%) beginning in secondary school, 3 students (6%) in high school, and only 1 student (2%) starting in primary school This clearly highlights the disparity in when students begin to engage with the French language, as the majority commence their studies in primary school.
At the university, 81% of students enter the French department with zero proficiency in the language, highlighting a significant gap in educational access Only a small number of students have the opportunity to learn French from an early age, primarily those in urban areas with bilingual classes, while rural students are limited to studying English This disparity results in many students struggling to learn French from their first year, in contrast to those who had early exposure Therefore, it is essential to adapt the university program to accommodate all students, helping them to overcome various academic challenges.
3.1.2 Réflexion des étudiants sur leur carrière dans l’industrie touristique :
Figure 3.3 Nombre d'étudiants souhaitant de travailler dans le tourisme
A survey of 53 participants revealed that 49 students, representing 92%, aspire to pursue careers in tourism, with a significant interest in becoming French-speaking tour guides due to the numerous advantages this profession offers This highlights the importance of the tourism guiding course offered in the third semester at the French Department, which aims to establish a foundational knowledge base and equip students with the necessary skills to become successful tour guides.
Figure 3.4 Les raisons pour les étudiants choisissent de travailler dans le tourisme
A significant number of students choose to work in the tourism industry due to the abundant job opportunities it offers, with approximately 81% of respondents indicating this as a key reason The diverse range of career paths available in tourism makes it easier for graduates to secure employment compared to other professions Additionally, around 62% of students are motivated by the potential for future growth within the sector The domestic tourism industry in Vietnam has experienced substantial growth in recent years, attracting a large influx of both national and international tourists Recognizing the importance of tourism, Vietnam has prioritized its development as a key national objective, positioning itself as one of the most powerful tourist destinations in the region and globally Consequently, many localities have increased their investments in tourism infrastructure and services.
De nombreuses opportunités d'un emploi Salarie élevé, nombreux avantages attractifs La passion Adapté à vos capacités Potentiel de devéloppement dans le futur Voyager partout
Raisons de choisir de travailler dans le tourisme
In recent years, the tourism industry has seen a significant increase in demand for skilled labor, driven by the presence of reputable foreign companies and attractive compensation policies Approximately 43 students have chosen to pursue careers in this high-potential sector, which requires a strong commitment to customer service and tourist satisfaction The profession presents challenges due to the diverse needs of clients from various backgrounds, making passion a crucial factor for long-term success Notably, 19 students (about 35%) are motivated by their passion for the industry, while another 19 students (also around 35%) base their career choice on their skills and capabilities Additionally, 2 students (approximately 4%) are drawn to the tourism field for the opportunity to travel extensively.
Composition du questionnaire
We distributed the questionnaire directly to the tourism students of the French Department at the University of Hué's School of Foreign Languages The questionnaire was created in Vietnamese to ensure that the students could easily understand and complete the questions It consists of four sections with a total of 18 questions.
- Réflexion des étudiants sur l’industrie touristique: question 3, 4, 5
- Difficultés d’apprentissage et de pratique des guide touristique francophone : question 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
Analyse de l’enquête
A successful travel guide practice requires thorough research and hands-on experience in the field Overcoming these challenges serves as a foundational step for future career obstacles.
3.3.1 Perception des étudiants sur l’apprentissage et la pratique le cours ô Guidage touristique ằ :
This section aims to explore the challenges faced by tourism students in learning and practicing the course on Tourist Guiding by addressing three key questions.
Figure 3.5 Statut d’ộtudiants dans le cours ô Guidage touristique ằ
In response to question 6, 23 students, representing 43%, are fourth-year students who have completed the course on Tourist Guidance, while the remaining 30 students (57%) are third-year students, including some fourth-year students who have not finished the course This indicates that all students specializing in tourism within the Department of French and Russian are required to take the Tourist Guidance course, as it is a mandatory subject rather than an elective.
Figure 3.6 Sentiments des ộtudiants sur le cours ô Guidage Touristique ằ
The questionnaire survey indicated that 87% of students (46 out of 53) found the topic interesting and beneficial for their career guidance Only 11% (6 students) expressed a dislike for the course, while one student did not provide any feedback The overall positive response suggests that the majority view the subject as effective and valuable This raises the question of whether students will face any challenges moving forward.
Regarding question 8, we asked students if they faced any difficulties studying this subject We gathered 53 responses from third and fourth-year students (see Figure 3.7).
Figure 3.7 Nombre d’enquêtés rencontre des difficultés dans le cours ô Guidage touristique ằ
IntéressantPas intéressantAucune idée
Most French tourism students face challenges in learning and practicing the Tourist Guidance course, with 85% of fourth-year students and 96% of third-year students reporting difficulties Conversely, only 15% of fourth-year students and 4% of third-year students indicate they have no issues This data suggests there is no significant difference between third and fourth-year students regarding the obstacles encountered in this course The survey revealed that 48 out of 53 tourism students are struggling with various problems, leading to inefficiency in course practice, which is concerning.
Quelles sont donc ces difficultés? Nous analyserons dans la section suivante
3.3.1.1 Difficultộs dans l’apprentissage le cours ô Guidage touristique ằ :
Figure 3.8 Difficultés dans l’apprentisage du cours guidage touristique
Trop beaucoup de connaissances théoriques qui ne sont pas proche de la réalité
Le contenu de la leỗon manque créativité
Le niveau de franỗais ne suffit pas pour comprendre la leỗon
Manque de motivation pour apprendre
Manque de compétences en présentation
Total Quatrième année Troisième année
The challenges faced in learning the tourist guiding course are assessed by respondents, as shown in Figure 3.6 Based on the statistics, it is possible to identify the most significant impact factors affecting students' learning in this course We will analyze all the difficulties mentioned in this question to find solutions for the students.
Premiốrement, nous pouvons voir la sộlection ô Le niveau de franỗais ne suffit pas pour comprend la leỗon ằ est la choix de la majoritộ des rộpondants avec au total de
The study involved 38 students, including 22 fourth-year and 16 third-year students, highlighting the significance of language in their classroom understanding French is the primary language of instruction used by teachers to enhance students' practice and confidence in the language, preparing them for their professional careers post-graduation Consequently, professors limit the use of Vietnamese in teaching However, many students struggle with their language proficiency, which hampers their ability to grasp lesson content fully, potentially leading to gaps in knowledge and difficulties in learning subsequent lessons.
More than 24 out of 53 participants identified a lack of motivation to learn as a significant issue, highlighting that half of the respondents face this challenge Motivation is crucial for success as a tour guide; without it, individuals struggle to focus and acquire knowledge effectively This lack of interest often stems from students encountering obstacles and difficulties in their learning process without adequate support Consequently, they may feel lost and potentially lose their passion for this career.
The third challenge faced by students is the overwhelming amount of theoretical knowledge that is not applicable to real-world situations A total of 18 students, including 14 third-year and 4 fourth-year students, expressed that the role of a "tour guide" requires constant activity and hands-on work rather than extensive research They believe that learning abstract theories and vague concepts does not contribute to their career experience, and practical lessons related to the job often lead to unsatisfactory academic outcomes.
The last two options in this question indicate that only a small percentage of students found the lesson content to be lacking in creativity, with 6 students expressing this concern, and 3 students citing inappropriate teaching methods This suggests that the majority of students do not perceive these issues as significant difficulties, which is a positive sign It shows that most students appreciate both the lesson content and the teaching approach of their instructor.
Figure 3.9 Besoin d’étudiants concernant les compétences linguistiques
En outre, nous avons une question supplémentaire 15, qui vise à déterminer quels besoins des élèves concernant les compétences linguistiques devraient être une priorité dans l'apprentissage de cette matière
Figure 3.9 clearly illustrates the demand among students, with 48 participants prioritizing oral production in the learning and practice of the tourist guiding course, while 26 participants expressed a similar desire.
Production écrite Compréhension des écrits
Production orale Compréhension de l'oral
A significant number of participating students believe that oral comprehension should be prioritized, while only two surveys indicated that written comprehension is important, and none mentioned written production This suggests that students primarily need to practice oral production and comprehension, likely because these skills directly impact their effectiveness as tour guides To deliver a successful presentation, it is essential to possess fluent language skills to clearly convey ideas to clients, thereby avoiding any discomfort.
3.3.1.2 Difficultộs dans la pratique du cours ô Guidage touristique ằ :
In addition to learning, practical experience is equally crucial for becoming a successful tour guide It helps develop essential tourism skills, enabling students to recognize their strengths and address their weaknesses This hands-on opportunity allows students to apply theoretical knowledge, although they may face significant challenges in doing so.
Figure 3.10 Difficultés dans la pratique du guide touristique francophone
PAS CONFIANT DANS LA COMMUNICATION, PEUR
MANQUE D'AIDE DES ENSEIGNANTS, DES AMIS
Total Quatrième année Troisième année
Figure 3.10 indicates that most students face challenges when acting as tour guides, primarily due to a lack of confidence in their French communication skills, with 41 out of 53 students reporting this issue As representatives of their country and travel agency, tour guides must effectively address problems during trips However, students have limited opportunities to practice their French communication skills in a tourism context throughout their studies Oral practice sessions typically focus on first and second-year students, concentrating on everyday situations to reinforce grammar lessons and sentence structures Unfortunately, none of the topics have addressed students' communication skills in a tourism environment, leading to a general lack of confidence in their communication abilities.
PROPOSITION
À l’intention des étudiants
According to the survey, the majority of third and fourth-year students in the French Department aspire to work in tourism, particularly as French tour guides, a field that attracts newly graduated students However, this profession is challenging, requiring a range of professional skills and strong language abilities to gain a competitive edge Therefore, anticipating the difficulties associated with this career and proactively finding suitable solutions to manage them is crucial.
Studying on campus is crucial for students aspiring to become effective tour guides, as it lays the foundation for essential knowledge and skills Without focusing on this initial stage, students may face significant challenges later on; over 85% of third and fourth-year students struggle with the course on Tour Guiding To overcome difficulties in specialized subjects, including Tour Guiding, students must achieve a good level of French, as most courses and assessments are conducted in the language Insufficient French proficiency can lead to knowledge gaps, making it vital for students to prioritize learning French from their first year, utilizing their free time effectively Furthermore, practicing language skills such as listening, reading, speaking, and writing, alongside home study, enhances academic learning With diverse and accessible French resources available, including online learning groups and the library at the French Institute of Huế, students should take their language studies seriously and be proactive in their learning Additionally, developing professional skills while studying is essential, as these skills are acquired and cultivated over time, requiring students to actively seek out opportunities for growth.
"Let's Hue - Local Buddies" is an engaging program that connects students with tourists, allowing tourists to join day tours led by students acting as local guides This initiative benefits both parties, as tourists explore famous sites in Hue, such as the Citadel and the tombs of the Nguyen dynasty, at a reasonable price, while students gain practical experience in guiding It provides an excellent opportunity for students to apply their classroom knowledge, develop holistic skills, and make international friends while hearing fascinating travel stories Additionally, the program helps students become accustomed to native accents, boosting their confidence in interacting with foreigners, which is often a challenge for them The success of this initiative is evident in former volunteers who have become respected domestic and international tour guides Furthermore, part-time jobs in restaurants, hotels, and cafes offer students a chance to learn, enjoy, and earn extra income while practicing communication with locals and discovering unique cultural traits Immersion in such environments is often regarded as the best way to learn a foreign language, making this program an invaluable experience.
À l’intention des enseignants
Teachers play a crucial role in the success of students aspiring to become proficient French-speaking tour guides They directly impart knowledge, guide students in their career paths, and serve as supportive friends to help them overcome learning challenges and practical experiences necessary for their future profession.
In traditional classrooms, teachers often rely on a conventional teaching method where they lecture and students take notes However, this approach may not resonate with today's learners, especially those studying tourism Modern students prefer interactive classes that foster engagement between peers and instructors rather than passive theoretical learning Therefore, it's crucial to balance theoretical lessons with practical applications; when students can immediately apply what they've learned, the outcomes are significantly enhanced For instance, the "Tourist Guiding" course incorporates creative content, such as a project where students create videos about traditional craft villages in Hue This hands-on activity not only enriches their local knowledge but also enhances teamwork and communication skills Instead of traditional paper-based final exams, students present their findings directly within the Citadel, sparking greater interest and passion for learning To summarize, educators are encouraged to develop specialized course content creatively, think outside the box, and prioritize the cultivation of students' professional skills, providing them with opportunities to express themselves.
À l’intention de l’etablissement
The French department at the University of Hué's School of Foreign Languages currently has limited professional practice models, particularly for students specializing in tourism It is essential for the French department to enhance its cooperation with international partners and educational institutions to create opportunities for student study and exchange programs, similar to those offered by the Russian, English, and Chinese departments Student exchanges provide exceptional learners with invaluable experiences abroad, which they can bring back to share with their peers This exchange of knowledge will serve as a strong motivation for students to engage more deeply in their learning.
The Department of French and Russian should establish an online information channel connecting students, teachers, and alumni This platform will serve as a valuable resource for students to quickly and easily ask questions to both teachers and alumni Additionally, alumni can share their career experiences, work insights, and stories of challenges they have overcome, providing guidance on how to address similar issues This modern approach will be instrumental in resolving lingering student concerns and will also offer a space for students to express their academic pressures while receiving positive encouragement from former students.
En dernier lieu, il exige de continuer à perfectionner le programme, les méthodes de formation en orientant à integrer les compétences professionnelles aux activités d’apprentissage
In conclusion, the previous suggestions are based on the input from students, aiming to assist French tourism students at the Department of French at the University of Hué in overcoming challenges in practicing as French-speaking tour guides.
Tourist guides play a crucial role in the travel industry, requiring extensive knowledge and specialized skills To become an effective French tourist guide, individuals must navigate numerous challenges This study aims to identify the difficulties faced by students training to be French travel guides and to propose solutions that can help them overcome these obstacles early on By doing so, it addresses the recruitment needs of employers in the tourism sector, especially in light of the increasing demand for skilled professionals following graduation.
In the theoretical section, we introduced the concepts of our research, including the definitions and classifications of tourist guides, as well as the challenges faced by them in reality However, finding definitions in French proved to be quite difficult within a limited timeframe Given the scarcity of time to sift through paper documents and filter a vast amount of information, we opted to utilize definitions in English and Vietnamese, translating them into French.
In summary, this chapter serves as a foundation for conducting investigations on students In the second part, we discussed three methodologies: documentation, questionnaire surveys, and data analysis, which guide our research effectively.
The responses from students in the French Department provide insight into the practical aspects of their French language proficiency in their third and fourth years, their aspirations to work in the tourism industry, and the challenges they face in their studies and practice as French-speaking tour guides This chapter enhances our understanding of students' perceptions regarding the essential elements required to become an effective French-speaking tour guide.
Following the analysis of the questionnaire, we gathered insights from graphical statistics and student opinions to address issues related to language skills, professional competencies, and student awareness Our recommendations are categorized into three sections: for students, teachers, and the institution.
We hope this research serves as a valuable resource for students aspiring to become French-speaking tour guides, particularly for those who often face challenges in learning and practicing this role The recommendations provided in this study can be utilized and applied in specialized tourism courses.
In conclusion, as this is our first research endeavor and our knowledge and experience are still limited, there may be errors in our findings With a serious and responsible work ethic, we aim to provide a positive research contribution that will help students overcome the challenges of practicing as French-speaking tour guides.
Administration nationale du tourisme du Vietnam en vertu de la décision n ° 235
(1994) Récupéré le 21/05/ 2020 http://huongdandulich.vn/content/chuong-2-huong-dan-vien-du-lich
Bui, Thanh Thuy (2009) Nghiệp vụ hướng dẫn du lịch Hà Nội: nhà xuất bản Đại Học Quốc Gia Hà Nội
Code du tourisme de Vietnam (2017) Récupére le 21/05/2020 de https://thuvienphapluat.vn/van-ban/van-hoa-xa-hoi/Luat-du-lich-2017-322936.aspx
Dinh, Trung Kien (2003) Nghiệp vụ hướng dẫn du lịch Hà Nội: nhà xuất bản Đại
Học Quốc Gia Hà Nội
European Federation of Tour Guides Association (1998) Information Brochure
Heung, Songshan & Weiler (2010) A review and evaluation of China’s quality assurance system for tour guiding Journal of Sustainable Tourism, 18(7), p.845-860 https://www.cairn.info/revue-ethnologie-francaise-2007-4-page-699.html
Hettiarachchi, P P (2011) Tour Guiding Récuperé le 21/05/2020 : p.205-p.219 http://www.lankayoursnmine.com/NTGL/PDF/Exam%20Paper%20II/Tourisum/Mr.P. P.Hettiarachchi%20%20Guid%20Note%20&%20Map.pdf
Pond, K (1993).The professional guide : Dynamics of tour guiding New York : John Wiley & Sons
Larousse Dictionnaire du Franỗais, rộcupộrộ le 20/5/2020 de https://www.larousse.fr/dictionnaires/francais/guide/38570?q=guide#38504
Le Petit Robert Dictionnaire du Franỗais en ligne, rộcupộrộ le 20/5/2020 de https://dictionnaire.lerobert.com/definition/guide
Le Service d’Information sur les Études et les Professions Code Riasec ESA (2015)
Guide touristique Récupéré le 21/5/2020 de http://metiers.siep.be/metier/guide- touristique/
Zillinger, M (et al 2012) Guided Tours and Tourism Scandinavian Journal of
Nguyen, Van Hoang (2018) Les éléments nécessaires pour devenir un bon guide en franỗais Mộmoire de fin d'ộtudes universitaires, Universitộ de Huộ, ẫcole Supộrieure de Langues Étrangères
Nguyen, Thi Thuy Nhu (2019) conducted a study on the professional skill requirements for students in the tourism program at the Department of French, École Supérieure de Langues Étrangères, Université de Hué This research serves as a comprehensive thesis for her university degree, highlighting the essential competencies needed in the tourism industry.
Université de Hué, École Supérieure de Langues Étrangères
In 2018, Anh Huy Pham and Tien Dung Truong developed course plans for "Tourist Guidance" and "Tourism Code," respectively, at the Department of French and Russian at the Higher School of Foreign Languages, University of Huế Additionally, the World Federation of Tourist Guide Associations published a report in 2005 detailing the state of tourist guiding, highlighting the importance of structured education and professional standards in the tourism industry.
World http://www.wftga.org/page.asp?id3
Questionnaire des étudiants en vietnamien
Xin chào các bạn, tôi là sinh viên lớp Pháp 13, khoa tiếng Pháp – tiếng Nga, hiện đang thực hiện đề tài "Những khó khăn trong việc thực hiện hướng dẫn du lịch".
LỊ H PH P NGỮ - NGHIÊN CỨU TRƯỜNG HỢP SINH VIÊN N M THỨ
V N M THỨ TƯ TẠI KHOA TIẾNG PH P, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ"
Mục tiêu của bài viết này là tìm hiểu những khó khăn mà sinh viên khoa tiếng Pháp gặp phải trong việc học và thực hành các học phần chuyên ngành Du lịch Chúng tôi mong nhận được sự hỗ trợ từ các bạn thông qua việc trả lời bảng hỏi dưới đây Những thông tin này sẽ giúp chúng tôi hiểu rõ hơn về những thách thức mà các bạn đang phải đối mặt và đưa ra những đề xuất hợp lý nhằm cải thiện kỹ năng của sinh viên trong lĩnh vực này.
M i thông tin thu th p ư c sử dụng vào quá tr nh thực hiện ề tài của m nh
Xin ch n thành c m n sự gi p của các bạn
3 B n b t ầu h c ti ng Ph p t hi nào :
4 Sau hi t t nghiệp, b n c d nh làm việc trong ngành Du l ch h ng :
Không Tôi muốn làm c c ngành ngh kh c:
5 V sao b n l i mu n làm việc trong ngành Du l ch ? t u
Nhi u c hội ngh nghi p, d ki m vi c làm
V yêu th ch ngành ngh này
C ti m năng ph t tri n mạnh m trong t ng lại
B N I DUNG PHI U I U TRA NH NG H H N C A SINH VI N TRONG TH C HÀNH H NG D N DU L CH:
7 Theo b n, hi h c m n H ng d n du l ch b n c m th y nh th nào ? :
Th v , hấp d n, nhi u ki n th c hay ho
8 B n c c m th y h h n hi h c m n H ng d n du l ch :
9 Nh ng h h n mà b n g p ph i hi H C h c phần H ng d n du l ch và c c m n b tr là g c th ch n nhi u p n :
Ki n th c l thuy t khô khan, ch a s t v i th c t
C ch giảng dạy ch a phù h p, kh hi u bài
Nội dung bài học ch a s ng tạo
Tr nh ộ ti ng Ph p ch a hi u bài
Thi u ộng l c học t p, ch a th t gi c t m hi u ki n th c
1 Nh ng h h n mà b n g p ph i hi TH C HÀNH H ng d n du l ch b ng ti ng Ph p ? ( t u ) :
Ch a t tin trong giao ti p, s n i ti ng Ph p
Thi u s gi p n t th y (cô) và bạn bè
Hạn ch ki n th c v văn h a, x hội
Hạn ch trong c c k năng m m ( k năng làm vi c nh m, k năng thuy t tr nh,…)
Hạn ch v ngôn ng ( t v ng, ng ph p )
11 Theo b n, n ng ng n ng nào nên c u tiên hi H C h c phần
Đọc hi u Di n ạt vi t
12 Nh ng tiêu ch nào sau y i v i b n là quan tr ng và cần thi t tr thành m t H ng d n viên du l ch Ph p ng t t ?
1 (không quan tr ng) ; 2 ( t quan tr ng) ; 3 ( quan tr ng ) ; 4 (r t quan tr ng)
Tiêu ch cần thi t tr thành m t H ng d n viên du l ch t t
K năng giao ti p, di n ạt 1 2 3 4
K năng giải quy t vấn , xử l t nh huống 1 2 3 4
Tinh th n lạc quan vui vẻ, hài h c 1 2 3 4
13 Theo b n, l i ch c a việc th c hành H ng d n du l ch ngoài th c a là g ?
14 i v i b n th n, b n ngh l nh h i nh ng i n th c trong h c phần
"H ng d n du l ch" m t c ch t t nh t, b n cần c ?:
Cân b ng gi a l thuy t và th c hành, b tr cho nhau
Th c hành nhi u h n, nhi u ch h n thay v học l thuy t nhàm ch n
Học l thuy t th t tốt, th c hành sau này i làm s làm
15 Dành cho sinh viên n m 4 Trong th c t t i H i An vào h c 2 n m th 3, b n ngh m nh g p ph i nh ng h h n, tr ng i l n nào hi th c hành làm m t H ng d n viên du l ch ? :
16 Dành cho sinh viên n m 4 B n c ngh nh ng th c t t i th c a là cần thi t và cần c ph t huy
17 Theo b n, sinh viên ch ng ta cần ph i làm g c i thiện c c n ng trong
H ng d n du l ch, c biệt trong H ng d n du l ch Ph p ng ? :
18 B n c nh ng xu t g nh m gi p c i thiện việc h c và th c hành h c phần H ng d n du l ch và h c phần trong chuyên ngành Du l ch ?:
Dành cho nhà tr ng :
Ch n thành c m n sự gi p của các bạn !
Questionnaire auprốs des ộtudiants en franỗais
We are students from the 13th cohort in the French tourism class, currently conducting a study titled "Challenges in the Practice of Francophone Tour Guiding - A Study of Third-Year Students at the Higher School of Foreign Languages, University of Hué."