La pédagogie par situation-problème est choisie dans l’enseignement du français du tourisme car elle répond de manière optimale aux difficultés rencontrées par les apprenants.. - Quel es
Problématique
The importance of foreign language education is increasingly recognized in today's global context, particularly within the tourism sector, which relies heavily on interactions among people from diverse cultures and languages As tourism experiences rapid growth and heightened internationalization, proficiency in foreign languages emerges as a crucial success factor, enhancing visitor services and empowering professionals to adapt and thrive in a globalized environment.
The importance of foreign language teaching methods, particularly French in the tourism sector, is crucial for developing linguistic and professional skills Effective language instruction should prioritize communicative and immersive pedagogical approaches that focus on learners' needs, emphasizing real-world professional situations and interdisciplinary competencies A quality education tailored to market realities serves as a significant success driver for both professionals and tourist destinations.
During our studies in the French department at ULEI-UNH, we noticed that the tourism French program did not rely on a textbook but rather on a collection of documents selected and approved by the department As a result, educators must continuously adapt their teaching materials and methods to better prepare students for the demands of the job market These observations highlight the direct impact of teaching methods on the quality of graduates and their alignment with market needs.
In an exploratory survey conducted among French tourism students, 76% of respondents indicated that teaching methods had not significantly evolved A similar observation was noted during an interview with the professor responsible for teaching applied French in tourism As a result, students report continuing difficulties when entering the job market.
The problem-based learning approach is effectively utilized in teaching French for tourism as it addresses the challenges faced by learners This method contextualizes learning, making it relevant and tangible, while developing practical and professional skills directly related to the tourism sector It enhances motivation and engagement by activating transferable skills, and promotes interaction and collaboration, which are essential in the tourism industry Overall, this approach fosters a more dynamic, active, and applied learning environment, perfectly aligned with the demands of the sector.
This reality prompted us to conduct research titled "The Role of Problem-Based Pedagogy in Teaching and Learning French for Tourism," focusing on the French for Tourism course offered in the Hospitality Department at ULEI-UNH.
Ces problématiques soulèvent la question des méthodes à adopter pour amộliorer la qualitộ de l’enseignement du franỗais appliquộ au secteur touristique Ainsi, plusieurs questions se posent :
- Quel rôle joue la pédagogie par situation-problème dans l’enseignement et l’apprentissage du franỗais touristique ?
- Quelles compétences sont développées à travers la pédagogie par situation-problème ?
- Quel est l’impact de cette approche sur la motivation des étudiants et leur capacité à résoudre des problèmes réels dans le domaine du tourisme ?
La question qui fait l’objet de la présente recherche est donc formulée comme suit :
La pédagogie par situation-problème permet-elle d’augmenter les performances dans l’apprentissage du franỗais de tourisme chez les apprenants ?
1 La pédagogie par situation-problème permet-elle de développer des connaissances et compétences professionnelles chez les apprenants ?
2 La pédagogie par situation-problème permet-elle d’améliorer l’attitude des apprenants dans leur l’apprentissage du franỗais de tourisme ?
Hypothèse de recherche À partir de la question de recherche, nous sommes en mesure de formuler l’hypothèse suivante :
1 La pédagogie par situation-problème permet de développer des connaissances et compétences professionnelles chez les apprenants
2 La pédagogie par situation-problème permet de mieux motiver les apprenants pendant leur apprentissage du franỗais de tourisme.
Objectif de la recherche
La présente étude s’inscrit dans le domaine de la didactique des langues ộtrangốres auprốs des ộtudiants en quatriốme annộe au Dộpartement franỗais à l’ULEI-UNH Elle a pour objectifs de :
- Étudier le rôle de la pédagogie par situation-problème dans l’enseignement
- l’apprentissage du franỗais de tourisme pour les ộtudiants de 4e annộe spộcialisộs en franỗais de tourisme à l’ULEI-UNH
- Identifier les compétences linguistiques et professionnelles développées chez les apprenants lors de l’application de la pédagogie par situation-problème dans l’enseignement - l’apprentissage du franỗais de tourisme
- Déterminer s’il y a progrès chez les étudiants de 4e année dans le cours de franỗais de tourisme de l’hụtellerie suite à l’application de la pộdagogie par situation-problème.
Méthodologie de la recherche
To achieve research objectives, we adopted an action research methodology that enables practitioner-researchers to remain engaged with the field while identifying needs and establishing strategies for change This approach also enhances the evaluation of classroom interventions.
Action research is a participatory approach that simultaneously combines research and action to address a concrete problem while generating new knowledge In this study on the role of problem-based pedagogy in teaching French for tourism, action research proves particularly relevant for transforming reality through pedagogical proposals using various research tools Initially, documentary research contributes to establishing the theoretical framework of the study Observations, experimentation, and comparative studies highlight significant differences between this technique and traditional teaching methods Furthermore, the final exam, student surveys, and interviews with the teacher assess progress and gather perceptions, facilitating informed conclusions Lastly, analyzing the results of the tests and surveys helps define pedagogical interventions based on problem-based learning in French tourism education.
The study conducted in the French Department of ULEI-UNH focuses on action research stages, emphasizing the implementation of an experimental program involving two student groups: a "control" group that participates in the course without intervention and an "experimental" group that engages in additional activities based on problem-based pedagogy The data collected on learning outcomes and feedback from both students and the instructor will allow us to propose pedagogical interventions rooted in problem-based learning and draw conclusions about the method's role and impact on teaching and learning French for tourism.
Structure de la recherche
Ce travail s’articule autour de trois chapitres : le cadre théorique de la recherche, la méthodologie et, enfin, les résultats de la recherche
The first chapter is divided into two main sections Initially, we will focus on problem-based pedagogy theories, examining their characteristics, stages, and specific conditions Subsequently, we will discuss theories related to specialized French, particularly in the context of tourism French.
In the second chapter, we will clarify the research methodology known as action research, outlining the essential steps involved in developing an experimental program with students Additionally, we will detail the data collection methods aimed at obtaining results for analysis in the third chapter.
The final chapter will focus on analyzing the results to draw conclusions about the role and benefits of problem-based learning for students We will highlight its effectiveness in knowledge acquisition, skill development, and fostering positive attitudes towards achieving course objectives Ultimately, we will present recommendations aimed at enhancing the quality of education.
CADRE THÉORIQUE
Notion de situation-problème
The concept of problem-situation has been extensively studied by various researchers In this section, we aim to define and clarify the central concept of problem-situation, which will serve as the guiding thread for our master's thesis.
According to Brousseau (1986), the term "situation" refers to the totality of circumstances surrounding an individual and the relationships connecting them to their environment In contrast, a "didactic situation" is specifically defined by the explicit intention to teach.
According to Yves Chevallard (1999), a didactic situation is defined as a social context where one entity, whether an individual or an institution, intends to facilitate learning for another entity.
A situation encompasses the various circumstances and conditions affecting an individual or group at a specific moment, including the relationships and interactions they have with their environment It incorporates physical, social, temporal, and psychological contexts that shape and influence the experiences and actions of the individuals involved.
Le dictionnaire Le Petit Robert (2013) dộfinit le problốme comme une : ô
Seven thought-provoking questions in science invite discussion, focusing on either uncovering unknown results from specific data or determining the methods required to achieve a presumed known outcome.
Le Quillet (1989) donne sa dộfinition du problốme comme : ô d’une question ou d’un ensemble de questions à résoudre par un raisonnement logique, en général de nature mathộmatique ou scientifique ằ
The current Dictionary of Education (Legendre, 2005) defines a problem as a concerning situation faced by an individual or group, which presents a certain level of difficulty for modification We believe a problem is a question or set of questions that requires resolution through logical reasoning, typically within a mathematical or scientific context Problems can take two main forms: either determining the means to achieve a given result or obtaining a result from provided means or data Solving a problem involves a structured intellectual process aimed at bridging the gap between an initial situation and a desired objective.
The concept of "problematic situation" is primarily associated with French didactician and mathematician Guy Brousseau He developed this notion within the framework of his theory of didactic situations, which he began to formulate in the 1970s and fully formalized in the 1980s This approach has evolved into a versatile educational tool applicable across various teaching domains.
Brousseau introduced the concept of problem-situated pedagogy as a central element of his theory, aiming to create more effective learning conditions in mathematics The approach focuses on placing students in situations where they must utilize their existing knowledge and acquire new insights to solve a given problem.
Cependant, il est important de noter que ce concept a évolué et a été
8 complété par d’autres chercheurs et praticiens au fil du temps
The foundations of problem-based pedagogy trace back to the early 20th century with the work of John Dewey In 1916, this educational approach was first tested in applied fields like medicine and engineering.
This pedagogy is grounded in the theories of constructivism and socioconstructivism, widely promoted by Vygotsky since 1934 He posits that learning is a social process, where interactions with others, including teachers and peers, play a crucial role in cognitive development The concept of the Zone of Proximal Development (ZPD) exemplifies how learners can tackle complex tasks with appropriate support.
Philippe Meirieu (1987) significantly contributed to the concept of problem-based learning, extending its application beyond mathematics to various educational fields He views problem situations as a means to develop transversal skills Gérard De Vecchi and Nicole Carmona-Magnaldi (1996) further explored this concept, emphasizing that problem situations actively engage students in resolving contextualized issues The aim is to promote active learning, focusing on knowledge construction by the learner rather than passive knowledge transmission By the late 1990s and early 2000s, this concept became integrated into constructivist theory, highlighting social interaction and collective knowledge building Jean-Pierre Astolfi (1992) describes problem situations as learning tools designed to create cognitive dissonance, prompting students to confront challenges that question their existing knowledge Thus, problem situations serve not only as a pedagogical method but also as a powerful lever for fostering intellectual engagement.
Active understanding in learners is crucial, as Marcel Lebrun (1999) defines the problem-situation as a pedagogical tool that presents students with complex challenges rooted in meaningful, realistic contexts This approach empowers learners to take charge of their own education while allowing teachers to assume the role of facilitators.
In the 2000s, the advent of ICT in education prompted a rethinking of problem-based learning in digital environments, focusing on adapting to new technologies and exploring interactive, multimedia problem situations By 2010, the emphasis shifted towards integrating problem-based approaches within competency-based education, as problem situations became essential tools for developing and assessing not only knowledge but also skills and attitudes Xavier Roegiers (2000) defined problem situations as mechanisms that enable learners to mobilize various knowledge and competencies in realistic contexts to solve specific issues, thereby enhancing functional and transferable learning Philippe Jonnaert (2002) further characterized problem situations as key components in competency-based approaches, viewing them as real-life or professional scenarios that require the application of diverse knowledge and skills to resolve, ultimately preparing learners to tackle complex everyday situations while fostering transferable competencies.
Gérard Scallon (2004) defines the problem situation as a pedagogical context where learners face a complex task that requires the activation of various skills to solve it This approach aims to assess not only theoretical knowledge but also the learners' ability to apply their skills in practical scenarios.
10 étudiants à appliquer ces connaissances dans des situations concrètes et variées Cela aide mieux les apprenants à faire face des défis réels en les engageant dans leur processus d’apprentissage
Currently, this concept emphasizes personalization and contextualization in education It highlights the creation of problem situations tailored to the cultural and individual contexts of learners, necessitating the exploration of artificial intelligence to develop customized problem scenarios André Tricot (2014) defines a problem situation as a learning context where students face a complex task that requires the mobilization of various knowledge and skills to resolve This approach aims to promote deeper and more meaningful learning by placing students in authentic and challenging situations.
Pédagogie par situation-problème
À partir de la dộfinition du concept de ô situation-problốme ằ et de son
The problem-based learning approach is an effective teaching method that promotes learning through the resolution of real-world problems It immerses students in authentic and often complex situations, requiring them to acquire and apply new knowledge and skills This method is particularly beneficial in teaching French for tourism, as students engage with scenarios directly related to their future careers.
The primary goal of this pedagogy is to foster autonomy, critical thinking, and active learning among students By placing learners at the center of the educational process, this approach promotes collaboration and enhances the transfer of theoretical knowledge to practical contexts.
The theoretical foundations of problem-based pedagogy illuminate the process of knowledge and skill acquisition for learners This approach promotes autonomous, adaptable, creative, and dynamic learning, aiming to achieve optimal academic outcomes.
Intérêts de la pédagogie par situation-problème
La pédagogie par situation-problème présente plusieurs intérêts dans le cadre de l’enseignement - l’apprentissage des matières scolaires dont les langues étrangères
This approach promotes the development of essential transversal skills such as problem-solving, critical thinking, creativity, and decision-making, which are vital in educational, professional, and personal contexts Xavier Roegiers (2000) emphasizes the significance of these skills in real-world situations, while Philippe Perrenoud (1997) highlights their role in enhancing autonomy and decision-making abilities Additionally, Philippe Jonnaert (2002) views problem-based situations as key tools for helping learners tackle complex challenges, thereby facilitating the acquisition of transferable skills.
Ensuite, la pédagogie par situation-problème favorise l’apprentissage actif en
Encouraging students to engage in analysis, solution-seeking, and implementation enhances their motivation by positioning them as active researchers, thereby strengthening their cognitive commitment This approach prompts learners to take initiative, explore various solutions, and fully immerse themselves in the learning process.
Contextualizing knowledge by anchoring it in concrete and meaningful situations enhances understanding and retention (Jonnaert, 2002) This approach makes the information more relevant and facilitates its application in real-life scenarios, promoting sustainable learning (Roegiers, 2000).
The problem-based learning approach enhances learner autonomy by encouraging independent resource exploration, fostering collaboration, and promoting self-evaluation of solutions This method positions students as active participants in their education, motivating them to engage in critical thinking without relying solely on the teacher (Perrenoud, 1997; Astolfi, 1992).
This approach fosters an interdisciplinary pedagogy, enabling the integration of knowledge from various fields to tackle complex problems It equips students to face multidimensional challenges by leveraging a diverse set of skills.
The problem-based learning approach bridges education with professional realities by simulating scenarios that students will encounter in their careers This method effectively prepares students for the workforce, enhancing their readiness for real-world challenges.
Problem-based situations promote collaborative work, often resolved in groups, which fosters idea exchange and task sharing This enhances communication, negotiation, and teamwork skills Philippe Perrenoud (1997) observes that these scenarios stimulate discussions and arguments to reach a common solution Xavier Roegiers (2000) further emphasizes that cooperation enables individuals to tackle complex issues effectively.
13 complémentarité des savoirs et des perspectives Jean-Pierre Astolfi (1992) souligne que cette résolution collective renforce l’apprentissage en confrontant les idées et en trouvant des solutions ensemble.
Caractéristiques de la pédagogie par situation-problème
Les travaux de différents auteurs, tels que Philippe Meirieu (1987), Jean- Pierre Astolfi (1993) et Xavier Roegiers (2000), s’accordent sur plusieurs caractéristiques essentielles de la situation-problème en tant que dispositif pédagogique
A well-designed problem-based situation should possess enough cognitive complexity to engage learners effectively This intellectual challenge prompts students to reassess their existing knowledge and formulate new strategies for problem-solving By stepping out of their comfort zones, learners are encouraged to engage in critical thinking and utilize advanced cognitive skills.
A problem-based situation must be authentically and relevantly contextualized, rooted in a concrete and realistic framework for learners This approach enhances the significance of their learning, making it more transferable to everyday or professional scenarios By establishing a connection to real-life contexts, it boosts learners' motivation and engagement in the problem-solving process.
An essential aspect of problem-solving is the mobilization of prior knowledge while encouraging individuals to address their gaps in understanding To effectively tackle challenges, it is crucial to not only draw upon existing knowledge but also to seek out new and interdisciplinary insights This approach fosters creativity and innovation, prompting individuals to transcend the boundaries of their usual disciplines.
Learner autonomy and responsibility are central to problem-based learning Students play a key role in their education, allowing them to take initiative, organize their tasks, and actively engage in problem-solving This autonomy fosters collaboration rather than isolation, promoting a more interactive learning environment.
14 prise en charge individuelle et collective de la dộmarche de rộsolution, renforỗant ainsi la confiance en soi et les compétences d’auto-apprentissage
Collaboration and teamwork are essential components of problem-based learning Learners are encouraged to share ideas, challenge each other's perspectives, and work together to find solutions This team effort enhances vital social skills, including communication, negotiation, and cooperation, while facilitating a collective construction of knowledge.
The teacher acts as a facilitator, guiding learners in their thinking process by encouraging them to ask relevant questions and explore various solutions Rather than providing direct answers, the teacher fosters a sense of responsibility in students for their own learning while offering support throughout their journey.
Formative assessment is a vital component of problem-based learning Unlike traditional assessment, which focuses on a single correct answer, formative assessment emphasizes the learning process It aims to monitor learners' progress, provide continuous feedback, and adjust teaching strategies based on students' development.
The characteristics associated with the complexity of the problem, collaboration, and autonomy are crucial for understanding the effectiveness of problem-based learning They empower learners to take an active role in their education and foster transferable skills necessary for navigating complex situations in both their academic journey and future professional lives.
Mise en œuvre de la pédagogie par situation-problème
1.5.1 Étapes-clés de la conception
Plusieurs auteurs ont abordé les principales étapes à suivre pour élaborer efficacement une situation-problème dans le cadre de l’enseignement - l’apprentissage Jean-Pierre Astolfi (1992) met l’accent sur les étapes essentielles
In constructing a cognitive challenge, it is essential to mobilize knowledge and reflect on learners' justifications, with metacognition as a key element in the learning process Philippe Perrenoud (1997) emphasizes the importance of clearly defined educational objectives, contextualizing the problem, and guiding learners through its resolution, while also highlighting formative assessment and collaborative work Xavier Roegiers (2000) advocates for a methodology focused on defining competencies, realistic contextualization of situations, and planning necessary resources Dalongeville and Hubert (2000) structure the design of problem situations around key steps to promote active, autonomous, and reflective learning, alongside developing transversal skills through group work Gérard De Vecchi and Nicole Carmona-Magnaldi (2002) provide a detailed approach that includes challenge design, resource preparation, pedagogical support, and assessment, while stressing the importance of autonomous and collaborative learning.
Ainsi, les principales étapes d’élaborer une situation-problème efficace et bien structurée sont les suivantes :
1 Définir les objectifs pédagogiques : Il faut identifier les compétences
To effectively engage learners, it is essential to identify and develop both disciplinary and transversal skills, including cognitive abilities such as analysis, synthesis, and problem-solving, as well as behavioral skills like teamwork, autonomy, and communication Objectives must be clear, measurable, and tailored to the learners' levels, as they will guide the design of problem-based situations and the associated activities.
2 Choisir une situation contextualisée et pertinente : La situation- problème doit être ancrée dans un contexte réaliste et pertinent, en lien avec des situations de la vie quotidienne ou professionnelle Cela rend l’apprentissage significatif et motivant Le problème doit être
16 suffisamment complexe pour dépasser les connaissances antérieures et mobiliser des compétences variées, tout en permettant d’expérimenter différentes stratégies
3 Formuler le problème : La formulation du problème doit susciter la curiosité et l’engagement des apprenants, en incitant à adopter une démarche active pour rechercher des solutions Le problème doit inclure des contraintes et des critères d’évaluation (comme la faisabilité, la cohérence, la justification des choix), afin de guider les apprenants vers une réflexion approfondie et structurée
4 Planifier les ressources et outils : Il faut prévoir les documents, outils ou informations nécessaires à la résolution du problème, tout en laissant une certaine autonomie aux apprenants Les ressources doivent être dosées avec soin pour offrir un soutien adéquat sans trop orienter les réponses Il faut également s’assurer que les apprenants disposent des supports et outils adaptés (ordinateurs, logiciels, accès à des bases de données, etc.) pour interagir efficacement avec le problème
5 Encadrer le processus de résolution : Si le travail en équipe est pertinent, il faut organiser les apprenants en groupes pour favoriser la collaboration, l’échange d’idées et la co-construction des solutions Le rôle de l’enseignant est celui d’un facilitateur : poser des questions, offrir des pistes de réflexion et guider les apprenants sans leur fournir directement la solution L’accompagnement doit être régulier, mais discret, pour encourager l’autonomie
6 Encourager la réflexion et la justification : c’est aux apprenants de justifier leur démarche, d’expliquer les choix faits et d’argumenter leur solution Il incombe à l’enseignant d’inciter à la réflexion critique tout au long du processus Il est également important d’encourager l’auto- évaluation et la métacognition, en amenant les apprenants à réfléchir sur leurs propres stratégies d’apprentissage et à évaluer l’efficacité des
17 méthodes employées dans la résolution du problème
7 Évaluation formative : L’évaluation doit porter à la fois sur la solution, le processus, les stratégies adoptées, la collaboration et la mobilisation des savoirs Elle permet de fournir des retours en cours de résolution afin d’améliorer la réflexion et les compétences des apprenants
8 Conclure et généraliser : En fin d’activité, une discussion collective permet de partager les démarches et solutions pour consolider les apprentissages L’enseignant aide ensuite à généraliser les savoirs en reliant les compétences acquises à d’autres contextes, pour faciliter le transfert des apprentissages
These steps ensure a systematic and coherent design while actively promoting engagement and skill development among learners Their goal is to create an enriching learning environment focused on solving complex problems rooted in real-world situations.
1.5.2 Conditions matérielles et humaines À propos des conditions matérielles et humaines pour une situation-problème réussie, plusieurs auteurs les ont étudiées en faveur du déroulement d’une situation- problème Jean-Pierre Astolfi (1992) souligne le rôle clé de l’enseignant en tant que facilitateur et l’importance des ressources pédagogiques adaptées Philippe Perrenoud (1997) insiste sur l’organisation matérielle et l’adaptation des conditions humaines pour favoriser l’autonomie et le travail en groupe Xavier Roegiers (2000) aborde la gestion des ressources et l’importance d’un accès à des supports variés
Having flexible and suitable spaces, such as classrooms designed for group work, is essential Access to specific environments and a variety of educational resources—including laboratories, books, articles, online materials, videos, and other learning tools—enhances the learning experience Additionally, the availability of digital tools like computers and tablets is crucial for effective education.
Eighteen collaboration platforms facilitate data analysis and teamwork, enabling effective reorganization These tools are essential for research and can benefit from consulting experts to provide valuable insights.
The teacher's role is to guide students, encouraging exploration without providing direct answers while offering personalized support Collaborative group work with balanced teams is crucial for developing social skills such as communication and cooperation Additionally, sufficient working time is necessary for in-depth reflection and revisions, complemented by regular feedback moments.
Ces conditions matérielles et humaines créent un environnement propice à un apprentissage actif et collaboratif, stimulant l’engagement des apprenants dans la résolution de problèmes complexes
Implementing problem-based learning in education presents several challenges Meirieu (1987) highlights the resistance of learners accustomed to traditional teaching methods and emphasizes the need for a balance between stimulation and accessibility He focuses on the concept of "devolution," where students actively engage with the problem De Vecchi and Carmona-Magnaldi (2015) stress the importance of designing authentic and tailored situations while effectively managing learners' moments of confusion They also address challenges related to collaborative work, such as imbalances in peer interactions.
Langue de spécialité
Il n’est pas toujours facile de parvenir à une dộfinition de ô langue de spộcialitộ ằ (FSp) qui soit fonctionnelle et adộquate En effet, Galisson et Coste
In 1976, a general definition of specialized languages was provided, describing them as a generic expression for languages used in communication situations—both oral and written—that involve the transmission of information pertinent to a specific field of experience.
According to Spillner (1982, p.19), the term "language of specialty" refers to the specific linguistic elements that emerge during communication among experts in a scientific or technical field regarding their subject matter.
La dộfinition donnộe par Dubois et al (1994, p 440) est la suivante : ô On appelle langue de spécialité un sous-système linguistique tel qu’il rassemble les
21 spộcificitộs linguistiques d’un domaine particulier ằ
Pour Lerat (1995, p 20), il dộfinit ô langue de spộcialitộ ằ comme suit : ô La notion de langue spécialisée est [plus] pragmatique : c’est une langue naturelle considộrộe en tant que vecteur de connaissances spộcialisộes ằ
The definitions provided remain quite general, as specialized languages are distinguished from common language by their specific usage contexts and the type of information they convey.
According to Delagneau (2005, p 63), a specialized language is defined as a natural language that meets a clearly identified professional, scientific, or academic need It is important to note that this language is not artificial, despite the potential ambiguity of the term.
After examining various approaches to defining the language of specialization, L'Homme (2011, p 31) proposed a comprehensive and functional definition that we adopt for our research He defines the language of specialization as a linguistic sub-set that encompasses all means of expression—lexical, morphological, syntactic, and stylistic—primarily used by a group of specialists within a specific field of human knowledge This definition implies that each discipline has its own language of specialization, which primarily serves pragmatic purposes.
1.6.2 Un peu d’historique et évolution méthodologique de la langue de spécialité
The field of specialized language has experienced significant developments throughout its history When discussing the teaching and learning of French for specific purposes, various terms emerge, such as scientific and technical French, functional French, instrumental French, and French for specific objectives These designations encompass realities that can be quite similar or distinctly different, yet they all pertain to the instruction and acquisition of French for specialized contexts.
22 spécialité On peut les résumer dans les étapes qui suivent
Military French emerged in the early 20th century during the French colonization era, highlighted by a manual published in 1927 titled "Provisional Regulation of July 7 for Teaching French to Indigenous Soldiers." This educational initiative aimed at indigenous soldiers who worked with or interacted with expatriate French military personnel The primary pedagogical focus was on basic oral communication essential for military life.
Since 1960, French as a foreign language has experienced a decline on the international stage, prompting French officials in the Ministry of Foreign Affairs to seek new audiences across various fields This led to an increased focus on scientific, technical, and legal domains Didactically, the approach to Scientific and Technical French (FST) has been shaped by the prevailing methodology of the time, known as the audio-visual global-structural method (SGAV).
The term "Languages for Specific Purposes" (LSP) emerged in the 1960s, coinciding with the expansion of bilateral and multilateral cooperation between France and other French-speaking countries This period sparked new discussions on the teaching of languages for practical and professional purposes, initially focusing on Scientific and Technical French Eventually, the concept evolved into "French for Specific Purposes," which became the dominant term The underlying didactic methodology for teaching these specialized languages is primarily based on the SGAV method, with a shift towards the reading-focused approach characteristic of Instrumental French.
The term "French for Specific Purposes" emerged in the early 1970s, emphasizing the importance of reading comprehension and effective engagement with authentic documents from professional, scientific, and technical contexts This approach is tailored for students involved in specific activities, such as reading specialized documentation, and is focused on achieving defined objectives, including access to scientific information and broader knowledge This educational method is designed to meet the targeted needs of learners in various professional fields.
23 effectué dans le cadre des filières d’études universitaires ó la plupart de la documentation acadộmique n’est disponible qu’en franỗais Il prộpare l’ộmergence du Franỗais fonctionnel au milieu des annộes 1970
Functional French emerged from France's political will in the 1970s, supported by policymakers to officially recognize a sector of French as a Foreign Language (FLE) This initiative aimed to enhance cooperation in various fields of mutual interest among partners A significant methodological contribution of Functional French, which later influenced other approaches, is the emphasis on understanding learners' needs and adapting educational content to the audience and learning context.
French for Specific Purposes (FOS) emerged in the late 1980s within didactic terminology Methodologically, FOS is viewed as an evolution of functional French, emphasizing a needs-based approach Its central principle is the adaptation to the audience and the teaching-learning context to achieve specific objectives and enhance learners' language skills, while also mastering professional competencies in French.
L’expression ô langue de spộcialitộ ằ (LSP), bien utilisộe dans les annộes
(1963-1973), a cédé la place à FOS mais fortement réutilisée dans les années 1990
Depuis, avec la langue de spécialité, on arrive à la dernière étape du développement de ce type d’enseignement du franỗais qui actuellement continue à garder cette appellation
French as a professional language (FLS) has emerged and developed in direct relation to specific socio-cultural and socio-political contexts It was created to meet the training demands for language skills that arise from the socio-economic changes in the workforce and its organization.
On souligne cependant que parmi ces expressions, celle de ô franỗais de spộcialitộ ằ et celle de ô franỗais sur objectifs spộcifiques ằ sont les plus utilisộes dans la littérature
1.6.3 Caractéristiques de la langue de spécialité
Several authors have explored the characteristics of specialized language (Hutchinson and Waters, 1987; Carras et al., 2007; Richer, 2008; Mourlhon-Dallies, 2008, among others) They generally agree that specialized French has unique features that set it apart from French as a Foreign Language (FLE) In the context of our study, we will briefly highlight the main characteristics.
French for specific purposes is characterized primarily by the diversity of its audiences, which can be categorized into three essential groups Firstly, there are professionals seeking language training in their specific fields to meet workplace demands, predominantly found in sectors such as commerce, economics, tourism, healthcare, and law Secondly, there is a growing number of students eager to pursue their studies in French within their area of specialization, driven by the globalization of higher education and increased student mobility, particularly in French-speaking institutions Lastly, there are foreigners relocating to French-speaking countries in search of professional opportunities that offer improved living standards or higher salaries than they could achieve in their home countries.
Conclusion du chapitre 1
Chapter 1 introduces the problem-situation method as an active teaching approach that engages learners in solving complex problems This method is based on principles such as leveraging prior knowledge, promoting metacognition, and encouraging collaboration, which together enhance the development of interdisciplinary and social skills, including communication and negotiation.
Il est essentiel de disposer de conditions matérielles adaptées, telles que des espaces flexibles et des outils pédagogiques, pour favoriser le travail collaboratif
Le rôle de l’enseignant est crucial : il agit en tant que facilitateur, guidant les apprenants sans leur fournir directement les solutions, tout en soutenant leur
30 autonomie et en offrant un accompagnement personnalisé
The chapter discusses the challenges associated with active learning methods, including student resistance, the need for clear educational objectives, and managing imbalances in group interactions Adapting the learning environment is essential to foster autonomy and collaboration among students.
Key implementation steps include defining educational objectives, selecting a relevant scenario, formulating a problem to spark student curiosity, and planning necessary resources Additionally, it is essential to encourage critical thinking and formative assessment.
In specialized language teaching, particularly in fields like tourism, this approach enhances learners' linguistic and professional skills in real-world contexts It promotes the acquisition of transferable skills crucial for their future careers, such as effective communication in professional situations and the ability to solve complex problems.
In conclusion, the problem-situation method is highly effective in teaching specialized languages as it integrates the acquisition of linguistic and professional skills For optimal effectiveness, it requires a suitable environment, regular monitoring of learners, and careful management of educational resources This approach serves as a powerful tool to prepare learners for the challenges of the professional world while fostering durable and transferable skills.
MÉTHODOLOGIE DE RECHERCHE
Définition du problème
2.1.1 Analyse des demandes de la formation
Analyzing training demand is a crucial step in pedagogical design, ensuring the effectiveness and relevance of tourism French programs This analysis identifies the specific needs of learners and employers by clearly defining the required competencies By aligning training programs with concrete expectations, it avoids poorly adapted curricula Furthermore, it allows for the adjustment of content and teaching methods according to labor market demands, optimizing available resources By pinpointing precise needs, resources can be allocated more effectively, maximizing the impact of the training evaluation outcomes.
Mise en expérimentation de l’action Élaboration du plan d’action
Furthermore, a thorough analysis promotes the continuous improvement of the program by incorporating participant feedback and anticipating industry changes Evaluating training demand is also strategically important, enabling the planning and design of offerings that align with a long-term vision, tailored to market shifts and emerging skill requirements.
The specific objective of this discipline focuses on three main axes: knowledge, skills, and the development of learner autonomy The problem-based pedagogical approach will offer a program with activities designed to help learners achieve their goals more effectively and optimally Analyzing the training requirements will guide the evaluation method of the experimental program, ensuring its applicability and effectiveness This analysis will also highlight the strategic importance of this pedagogical approach in teaching and learning French for tourism.
En somme, cette démarche constitue la base de toute approche pédagogique réussie, en assurant une réponse cohérente et efficace aux besoins identifiés
2.1.2 Diagnostique de la situation du problème
The teaching of general and specialized French, particularly in tourism, has become a crucial focus in foreign language education in Vietnam In recent years, the quality of this training has significantly improved, especially for students specializing in tourism French The offered modules are diverse and tailored to meet the specific needs of the tourism industry This field of education also benefits from the support of tourism companies, which actively contribute to enhancing training quality through experience-sharing sessions with experts, as well as field visits, practical learning, and internships.
Cependant, l’enseignement du franỗais de l’hụtellerie dans notre universitộ
The current education system in Vietnam faces significant limitations and requires additional investment It struggles to effectively equip students with the necessary language and professional skills demanded by the job market Consequently, graduates often find themselves unprepared to meet employer expectations immediately after completing their studies Furthermore, the shortage of qualified human resources in the tourism sector poses a major challenge, particularly given the potential growth of Vietnamese tourism.
The Vietnamese tourism industry is facing a significant shortage of highly qualified personnel for various positions within international travel agencies According to a study by Dang Thi Thanh Thuy (2021), many employers in the tourism sector struggle to find qualified staff who are proficient in foreign languages This skills gap stems from a misalignment between training programs and market demands, directly impacting the quality of education When the skills acquired during training do not meet employer expectations, graduates find it challenging to bridge this gap, resulting in costly and time-consuming retraining efforts.
The teaching method remains relatively simple, and the proposed educational activities are insufficient for students to fully master the necessary skills in specialized language The recently added hotel management French module provides a valuable opportunity to address the shortage of human resources in the sector while enhancing competitiveness in the job market Although this module meets the expectations of training institutions and learners, it requires improvement, particularly in refining educational activities and assessments to achieve program objectives While the course goals are clearly defined and aligned with market needs, enhancements are essential to optimize the teaching impact for both educators and students.
Élaboration du plan d’action
An effective action plan should adhere to a predefined research methodology and utilize rigorous tools for preliminary data collection This planning phase is crucial; the more a researcher anticipates actions, the more detailed their plan can be A comprehensive plan enables better management of unforeseen circumstances, preventing hasty decisions that may arise from a lack of thoughtful consideration.
Dans le cadre de la présente étude, nous avons déterminé et mené les
1) Choix de l’approche méthodologique privilégiée ;
Once the plan is established, the action research can truly begin Despite careful preparations, even the most rigorous plans require adjustments as the research progresses Therefore, modifications must be made along the way At this stage, it is crucial to take the time to examine the data as it is collected Continuous analysis and adjustments are essential to evaluate the effectiveness of the actions taken and to implement necessary corrections if needed.
2.2.1 Choix de l’approche pédagogique privilégiée
The problem-based learning approach is favored in teaching French for tourism due to its numerous pedagogical advantages It is particularly effective for skill development, learner motivation, and active engagement Educators like Philippe Perrenoud (1997) highlight its focus on key competencies such as problem-solving and creativity, applied to real-life situations Jean-Pierre Astolfi (1992) also notes that this method makes learning more engaging by encouraging learners to take charge of their education and actively seek solutions.
This approach grounds knowledge in realistic contexts, enhancing its applicability in real-life situations, as highlighted by Xavier Roegiers (2000) Autonomy is another significant advantage, as it encourages learners to take initiative and make their own choices, as noted by Gérard De Vecchi and Nicole Carmona-Magnaldi (2002) Additionally, collaboration is central to this method, fostering essential social skills such as teamwork and conflict management, as indicated by Philippe Meirieu (2005).
By exposing learners to real-world challenges, the problem-based learning approach equips them to tackle complex issues and connect academic knowledge with the demands of the workplace, as noted by Philippe Jonnaert (2002) and Franck Amadieu (2017) Jacques Tardif emphasizes the importance of this method in preparing students for future professional environments.
The interdisciplinary nature of this approach enables the integration of knowledge from various fields to address complex issues Additionally, as noted by Marcel Lebrun (2007), it fosters metacognition by encouraging learners to reflect on their own learning processes and strive for continuous improvement.
In summary, the problem-based learning approach is a powerful educational tool that prepares learners for real-world challenges while enhancing their engagement, autonomy, and ability to learn continuously.
The teaching of French within the experimental framework is based on problem-situation pedagogy The organization of French instruction is structured as a fifteen-week training plan, culminating in a final examination at the end of the course.
Ce plan de formation comporte 15 leỗons, chaque leỗon correspond à 3 séances, comprenant la théorie et l’exercice pratique La durée de la formation est de 15 semaines
Une dộmarche pộdagogique se basant sur les situation-problốme est conỗue
To foster a space for reflection and analysis among learners, a task is presented that challenges them to overcome obstacles while achieving a specific goal Within the framework of the experimental program, students engage in various activities that allow them to master knowledge through hands-on exercises and self-assessment during each class.
- Une petite activité de démarrage avec une liste des questions sur Google Forms pour réviser et rappeler les connaissances du cours précédent
- Une activité d’annoncer le sujet du cours et anticipation par une ou deux questions sur la nouvelle leỗon pour crộer un profond dộsir chez les étudiants
- L’enseignant peut définir les objectifs pédagogiques du cours
- 1 activité de choisir une situation contextualisée et pertinente
- 1 ou 2 activités de formuler d’une situation-problème par une tâche concrète et anticiper sur ce qui va passer
- Une activité de faire présenter aux étudiants les idées initiales de cette situation-problème
- 2 ou 3 activités de faire résoudre aux étudiants une situation-problème de manière individuelle ou collective avec des petits groupes
- Une ou 2 activités d’inciter les étudiants par des supports comme documents-papier ou supports multimédia
- Une activité ou 2 de faire comparer les nouvelles acquisitions avec celles initiales après être confrontés aux conflits, aux obstacles pour réussir une situation-problème
- Une activité d’adapter les nouvelles connaissances à travers des situations-problèmes aux objectifs pédagogiques
- Une ou 2 activités de préexploitation des supports au début : photos,
- Une ou 2 activités de faire analyser les situations de communication spécialisée pour retirer les remarques importantes
- 3 ou 4 activitộ (s) d’entraợnement par des exercices de vocabulaire et communication au sujet central : mots croisés, remplir un texte, mettre les mots en ordre, répondre à une demande, etc…
- 1 ou 2 activité(s) de réemploi des savoirs acquis en contexte (communication)
- 2 ou 3 activités de l’exposé des étudiants, puis faire des remarques
- 1 ou 2 activité (s) de production orale/ écrite liée (s) aux contenus de chaque leỗon (jeux de rụle, rộdiger un mail/ une lettre formelle, etc…)
- 1 activitộ d’ộvaluation sur les objectifs de la leỗon
Preparation is a crucial task that teachers must undertake in advance, involving the analysis of materials to be used in class in order to anticipate the often unexpected needs of learners This analysis enables educators to develop tailored pedagogical strategies to assist students in exploring various topics related to hospitality and restaurant management It encompasses sociocultural, pragmatic, and linguistic analyses In this section, we focus on three key concepts that guide the teacher's activity in the classroom: the course's pedagogical objectives, the relevance of tourism French, and pre-pedagogical analysis.
To effectively conduct a French tourism course, the teacher must have a comprehensive overview This involves first defining all possible learning objectives for the lesson, then identifying various ways to utilize the materials while considering the challenges students may face in mastering specialized French in the tourism sector Ultimately, the teacher should envision a multi-level approach to the lesson The pre-pedagogical analysis of a French tourism course entails a thorough examination of these elements.
To facilitate diverse and effective classroom use, we examine the topic from multiple perspectives Drawing on the characteristics of tourism-related French outlined in Chapter 1, we propose a pre-pedagogical analysis method that encompasses three key aspects: formal, situational, and linguistic analysis.
- L’analyse formelle consiste à décrire la structure matérielle et l’organisation de la leỗon de franỗais de l’hụtellerie
- L’analyse situationnelle englobe la détermination de la thématique de la communication, du lieu et du moment ó elle se déroule, ainsi que de l’objectif et de l’intention de la communication
- L’analyse linguistique regroupe tous les composants linguistiques et culturels nécessaires à la création des situations-problèmes
2.2.2.3 Intégration de TIC en cours
To enhance the effectiveness of problem-based pedagogy, we integrate ICT tools at every stage of teaching In the context of tourism French, the use of ICT facilitates a more proactive, easier, and quicker preparation for teachers, as well as the implementation of classroom activities.
Before the class, creating documents in Microsoft Word facilitates the preparation of evaluation questions that will be printed and distributed to students for their feedback, comments, and course assessments This tool ensures thorough preparation, aiding in our research efforts.
During the lesson, we utilize Google Forms to gather student responses from the start Students can easily respond using their phones or laptops, submitting their answers online This tool enables the teacher to collect, analyze, and store responses, thereby streamlining the qualitative analysis of teaching practices.
Internet joue également un rôle crucial, offrant un espace numérique riche en
Mise en expérimentation d’une situation-problème
The objective of this experiment is to assess whether the problem-based learning approach enables students to achieve the desired outcomes in the French for Tourism curriculum This includes the acquisition of knowledge, the development of skills, and the promotion of learner autonomy in hospitality French In essence, the experiment aims to evaluate the impact of pedagogical interventions in the French for Tourism course following the implementation of the problem-based learning approach.
Pour illustrer ce processus, nous détaillons le déroulement des activités en présentant les différentes étapes de mise en œuvre de cette approche
In the first semester of the 2023-2024 academic year, we sought permission from the Department of French to implement our experimental project This request was approved, enabling us to test the problem-based learning approach with fourth-year students in the French Department at ULEI.
We selected two groups of fourth-year students for an experiment at the University of Languages and International Studies – Vietnam National University in Hanoi The participants consist of all students enrolled in the fourth year of the French specialization program.
Un échantillon a été choisi parmi ces étudiants pour former un groupe expérimental G1 et un groupe de témoin G2 Après un semestre d’expérimentation, nous avons
48 comparé et évalué les résultats des deux groupes pour en tirer des conclusions et propositions nouvelles
To ensure the reliability and objectivity of our findings, we conducted a comparative analysis of the academic performance of two student groups during the previous academic year Data from the French Department indicated that both groups had comparable starting levels The results revealed that the distribution of grades was very similar, with approximately 10 to 11% of students in each group achieving excellent grades, while 42 to 45% fell into the very good category.
This preliminary assessment, essential for the validity of our research, enabled us to form two homogeneous groups at the outset of the experiment This initial homogeneity is crucial for reliably attributing any subsequent performance differences to the specific impact of the experimental teaching approach.
The study involved a total of 80 students to ensure a representative sample and reliable results Two key criteria were considered during the selection process: the number of French language course hours completed and the students' linguistic proficiency levels Both groups, G1 and G2, attended the same number of course hours and exhibited similar language proficiency.
A total of 40 students from Group 1 participated in a hospitality French course using a problem-based learning approach, referred to as the experimental group (Gr.1) In contrast, Group 2, known as the control group (Gr.2), also consisted of 40 students who received the same course but employed traditional teaching methods.
Group 1 consisted of students from two of the five available classes, with instruction provided by a single teacher In contrast, Group 2 was made up of students from three classes within the same program, receiving lessons from multiple instructors.
Tableau 1 : Caractéristiques sociales des étudiants-participants
An experiment was conducted in the French Department at the University of Languages and International Studies – Vietnam National University, Hanoi Group 1 (Gr.1) consisted of classes 20F3 and 20F4, while Group 2 (Gr.2) included classes 20F1, 20F2, and 20F5.
Les salles de classe étaient bien équipées (projecteur, ordinateur, etc.), et tous les supports pédagogiques utilisés répondaient aux critères requis pour la réalisation de l’expérimentation
L’expérimentation a eu lieu au premier semestre de l’année universitaire 2023-2024, soit de septembre à décembre 2023 Le tableau 2 ci-dessous présente le calendrier détaillé de l’expérimentation
1 re semaine 05/09/2023 Découvrir le monde de l’hôtellerie et de la restauration – le personnel
2 e semaine 12/09/2023 Découvrir le monde de l’hôtellerie et de la restauration – le personnel – le métier du réceptionniste
3 e semaine 19/09/2023 Découvrir le monde de l’hôtellerie et de la restauration – l’établissement
4 e semaine 26/09/2023 Découvrir le monde de l’hôtellerie et de la restauration – l’établissement – les types de chambres
7 e semaine 17/10/2023 Visite d’un hơtel à Hanọ et mise en place du projet
8 e semaine 24/10/2023 Examen de mi- semestre 3
28/11/2023 La gastronomie franỗaise et vietnamienne 3
Students from both groups attended the same French course focused on tourism and hospitality However, the experimental group (Gr1) engaged in a course designed around the problem-based learning approach, which was specifically developed by our team This course was well-structured and utilized this particular method effectively In contrast, the control group (Gr2) participated in a standard course that lacked specific pedagogical tools and did not employ the problem-based learning approach.
Évaluation des résultats de l’expérimentation
To validate the problem-based pedagogical approach, we employed three data collection methods: a final exam, a questionnaire survey, and an interview with the course instructor These tools allowed us to gather precise and comprehensive information.
2.4.1 Examen à la fin du cours
In January 2024, we concluded our experiment by utilizing a common end-of-course assessment developed in accordance with ULEI standards across five classes This evaluation aimed to determine the effectiveness of the proposed pedagogical approach and validate its impact on student learning outcomes.
A study observed 51 students in their fourth year of French as a foreign language, focusing on their acquisition of knowledge, skills, and attitudes in French for tourism within the hospitality sector This improvement was attributed to the implementation of a problem-based learning approach, supported by information and communication technology (ICT).
L’évaluation comprenait six exercices répartis en différentes catégories : des questions à choix multiples (QCM) (1 exercice), des textes ou dialogues lacunaires
(3 exercices), une image à associer à un nom correspondant (1 exercice), et la remise en ordre des étapes (1 exercice) La durée de l’épreuve était de 90 minutes
Le total des participants pour les deux groupes était de 80 étudiants : 40 pour le groupe expérimental et 40 pour le groupe témoin
The exam results were utilized to evaluate the educational objectives of the course This data will assist in determining whether the experimental group (Gr.1), which followed the problem-based learning approach, showed greater progress compared to the control group (Gr.2) Consequently, this will allow us to draw conclusions regarding the effectiveness and positive impacts of this teaching method.
2.4.2 Enquête menée auprès des étudiants
This survey was conducted with 40 fourth-year students from the French Department at ULEI The results will reveal the impact of the proposed teaching method and its role in achieving the course's educational objectives in relation to the training requirements.
The target sample consists of all fourth-year students from the French Department at the University of Languages and International Studies - UNH Most of these students have attained a basic level of French, which is adequate for engaging with tourism-related French.
A significant characteristic of the study is that the majority of the students are female, aged between 21 and 22 years The sample for this survey consists of 40 students divided into two fourth-year classes.
Tableau 3 : Caractéristiques sociales des étudiants-participants
The developed questionnaire, grounded in the program and syllabus of the subject, aimed to assess the effectiveness of the problem-based pedagogical approach in teaching French for hospitality It focused on three key aspects: knowledge, skills, and attitudes Additionally, it sought to uncover students' perceptions of the methodology employed during the experiment.
Ce questionnaire comprenait 10 questions réparties en trois rubriques principales :
La première rubrique comportait 4 questions (Q1-Q4) sur l’acquisition de savoir
La deuxième rubrique contenait 4 questions (Q5-Q8) sur l’acquisition de savoir-faire
La troisième rubrique, enfin, comprenait 2 questions (Q9-Q10) sur l’acquisition de savoir-être
Toutes les questions ộtaient fermộes et rộdigộes en vietnamien et en franỗais, afin de faciliter la compréhension des répondants et de recueillir des informations de manière plus précise
La structure du questionnaire est présentée dans le Tableau 4
I can apply fundamental knowledge related to hotel and restaurant operations.
Comparing French and Vietnamese cuisine can enhance the quality of service provided to French-speaking tourists By understanding the unique flavors, cooking techniques, and dining experiences of both culinary traditions, service providers can create a more appealing and culturally relevant experience for their guests This fusion of culinary insights not only enriches the tourist experience but also fosters a deeper appreciation for both French and Vietnamese cultures.
Analyzing the tasks and functions of positions, as well as the specific requirements for service providers in hotels and restaurants, is essential for understanding the dynamics of the hospitality industry This examination highlights the unique responsibilities associated with various roles and the specialized skills needed to deliver exceptional service By identifying these elements, businesses can enhance their operational efficiency and improve customer satisfaction.
Applying knowledge in various roles within the hospitality and restaurant industry is essential for professional growth and success By leveraging academic insights, individuals can enhance their skills and contribute effectively to positions in hotels and dining establishments This practical application of learning not only improves job performance but also fosters innovation and excellence in service delivery.
Utilizing French with flexibility is essential for effectively presenting and commenting on topics related to the hotel and restaurant industry This involves both spoken and written communication skills, allowing for engaging discussions and insightful commentary in the French language.
Developing communication skills is essential for effectively navigating situations in the hospitality and restaurant industry It is crucial to be able to respond appropriately in various communication contexts within this field.
Flexibly applying knowledge and skills in professional activities is essential for analyzing situations, identifying issues, and effectively managing challenges that arise in practical operations This approach fosters innovation and creativity within the hospitality and restaurant sectors, driving progress and enhancing service quality.
Conclusion du chapitre 2
Chapter 2 focuses on the research methodology employed to examine the impact of problem-based teaching on French language instruction, specifically within the hospitality sector The aim is to assess how this teaching approach influences learning outcomes in tourism education.
56 principal est de mesurer et d’analyser les progrès des étudiants de 4e année dans l’acquisition du franỗais professionnel du tourisme aprốs l’application de cette méthode pédagogique
The chosen approach for this research is action research, a method increasingly utilized in language teaching This approach aims to generate knowledge while transforming reality through action, thereby enhancing pedagogical practices and anticipating future developments Action research consists of four essential steps, which we meticulously followed during the study After identifying the research problem, we designed an action plan incorporating key concepts from problem-based pedagogy for subsequent implementation in the classroom To evaluate the results of the experiment, we conducted an assessment at the end of the course for both groups, administered a questionnaire to the students, and held an interview with the teacher Descriptive and differential analyses were employed to verify the achievement of the established objectives and the proposed hypothesis of the research.
In summary, this chapter highlights the action research methodology as the central framework of the study, emphasizing the significance of problem-based learning for acquiring French within the context of hospitality and tourism.
