Problématique
French as a Foreign Language (FLE) is currently taught in most schools and universities in Vietnam Many institutions have established programs or cooperative projects with France or other French-speaking countries such as Belgium, Canada, and Switzerland in training and research Consequently, the issue of communication, particularly oral expression, has become crucial and needs to be further developed in Vietnam.
The use of English as a foreign language among Vietnamese students remains generally limited With 24 years of teaching experience at Phan Boi Chau High School, we have extensively reflected on the teaching methods employed in French as a Foreign Language (FLE) programs These methods often result in Vietnamese learners being inactive during oral interactions.
The shyness of Vietnamese individuals presents a significant challenge in learning English as a Foreign Language (EFL) Factors such as the fear of making mistakes while speaking, the concern of losing face, a lack of experience speaking in public, and limited exposure to Francophone environments contribute to this issue Therefore, it is essential to develop new training methods to address these challenges This article proposes the integration of leisure activities as an effective means of teaching and learning English within the Vietnamese educational system.
Questions de recherche
La question principale que nous nous posons est la suivante :
Comment améliorer la production orale des élèves ?
Cette question se subdivise en plusieurs sous-questions :
Quelle est la situation actuelle de l’enseignement/ apprentissage de l’E.O en
Quelles sont les difficultés rencontrées par les apprenants vietnamiens dans l’apprentissage de l’E.O en FLE ?
Quelles activités de loisirs peut-on utiliser pour renforcer l’E.O ? Comment enseigner l’E.O par une méthode basée sur l’utilisation des loisirs ?
Méthodologie de la recherche
To address the aforementioned research questions, we plan to implement the following methodology First, we will conduct initial interviews with teachers responsible for E.O courses to gather data on the challenges encountered during the E.O teaching process Subsequently, we will administer a second survey in the form of a questionnaire to students to collect information on leisure activities that could be integrated into E.O classes.
Objectifs de la recherche
We are conducting a study on the use of leisure activities to enhance the teaching of English as a Foreign Language (E.O) for our students Our aim is to analyze the current state of English teaching and learning in our school This analysis will highlight both the advantages and disadvantages of the methods currently in use, while also revealing the learning difficulties faced by Vietnamese students in mastering English Following this analysis, we will be able to address the research questions we previously formulated.
This study aims to assist learners in overcoming identified learning challenges by introducing relevant educational leisure activities into the learning of foreign languages Based on training objectives and institutional conditions, our proposals can enhance the effectiveness of foreign language courses for students.
Notre recherche se compose de trois parties :
In the first section, we explore the theoretical and contextual foundations of the teaching and learning of oral expression (E.O) This includes a definition of E.O, its role throughout the pedagogical evolution in the context of teaching French as a Foreign Language (FLE), and the techniques implemented in high school E.O courses.
In the second part, we will present the results of two surveys conducted among students and teachers These surveys aim to highlight the current state of teaching and learning, examining the advantages and disadvantages of the methods employed, while also emphasizing the challenges faced by Vietnamese students in learning English as a foreign language (E.O) within the framework of French as a foreign language (FLE).
Considering the challenges identified in our surveys, we will present our educational proposal in the third section, which involves leveraging Vietnamese students' leisure activities to enhance their English language skills.
PREMIERE PARTIE CADRE THEORIQUE ET
Chapitre 1 Brève présentation de l’expression orale (l’E.O.)
Ce chapitre a pour but de préciser les fondements théoriques de l’enseignement de l’E.O Nous allons donc chercher à la comprendre selon l’évolution des méthodes d’enseignement/ apprentissage du FLE
To begin, we will define the term "oral" within the context of oral expression, as it has multiple definitions According to the Robert Dictionary of Today, "oral" is described as being opposed to "written," indicating communication that occurs through speech and is verbal in nature.
Le Petit Larousse defines oral communication as the act of conveying information through spoken words, contrasting it with written forms This concept encompasses oral testimony and the tradition of oral storytelling, which is intrinsic to spoken language.
HACHETTE encyclopộdique, l’oral est dộfini comme ô transmis ou exprimộ par la bouche, la voix (par opposition à ộcrit) qui a rapport à la bouche ằ.
Based on the definitions provided by various dictionaries, it is evident that they share a similar meaning Therefore, we can summarize and define oral communication as the voice and speech conveyed through the mouth, in contrast to written communication.
Oral expression in French as a foreign language signifies a linguistic competence that is integral to overall communication skills The four competencies—writing and speaking—are interconnected Each skill has its unique characteristics; oral skills require not only a strong command of vocabulary and grammar, similar to other linguistic competencies, but also necessitate good pronunciation, fluency, and the ability to express oneself effectively in front of an audience.
2 Méthodologies didactiques appliquées dans l’enseignement/ apprentissage du franỗais langue ộtrangốre.
Nous disposons aujourd’hui de plusieurs méthodologies d’enseignement/ apprentissage de langue étrangère.
Dans cette méthodologie, on se concentre sur la grammaire et notamment sur l’écrit, non pas sur la compréhension et l’oral.
The learner studies grammar rules, as each lesson is structured around a specific grammatical point The lesson begins with an exposition and a gradual explanation of the rules, followed by a series of application exercises that focus on translation and composition tasks (Cuq & Gruca, 2003).
In traditional teaching methods, the teacher held authority in the classroom, selecting texts and exercises while posing questions without relying on a manual This resulted in passive learners who often lacked opportunities to self-correct their pronunciation and address grammatical or lexical challenges The focus was not on spoken language, as foreign language instruction primarily aimed at translating literary texts, leading to oral communication being relegated to a secondary role.
In the direct methodology, language is viewed as a communication tool, emphasizing the social needs of learners during language exchanges This approach encourages active participation, as learners engage more effectively in foreign language conversations rather than relying on their native language Additionally, the direct methodology aims to facilitate the teaching and learning of foreign languages by focusing on the needs and interests of the learners It is influenced by the natural method, which encompasses various ways of acquiring a language through interaction with native speakers.
The direct methodology, as noted by Cuq & Gruca (2003: 237), emphasizes oral communication over written forms, contrasting with traditional methods However, this approach falls short in enabling learners to fulfill communication tasks, as it does not consider real-life communication situations Subsequently, communicative approaches have addressed this limitation effectively.
The primary goal of this methodology is to focus on spoken foreign language acquisition rather than written form or grammar It emphasizes authentic communication contexts, yet learning primarily involves the repetition of phrases and structures This approach enhances phonetics and pronunciation in foreign language learning While the audio-oral methodology prioritizes oral skills over written ones, it does not constitute true communication, as audio-oral courses require only the repetition of conversations.
2.4 La méthodologie structuro-globale audiovisuelle
The audiovisual structuro-global methodology emphasizes the integration of image and sound to enhance language learning It targets four key skills: listening comprehension, reading comprehension, speaking, and writing, with a particular focus on oral skills The use of audio supports aids learners in mastering linguistic elements such as pronunciation, intonation, and accentuation, as well as paralinguistic features like voice melody and volume Visual aids further facilitate the learning process through extralinguistic cues such as gestures and facial expressions, all grounded in real communication contexts However, despite improving oral communication with native speakers, this methodology lacks opportunities for direct interaction, which limits learners' ability to fully grasp native conversations and the accompanying audio-visual materials (Cuq & Gruca, 2003: 239).
Brève présentation de l’expression orale (l’E.O)
Définition de l’E.O
To begin, we will define the term "oral" within the context of oral expression, as it has multiple definitions According to Le Robert Dictionnaire d’Aujourd’hui, the term "oral" refers to communication that occurs through spoken words, in contrast to written communication, emphasizing its verbal nature (1991: 700).
Le Petit Larousse defines oral communication as the act of conveying information through spoken words, contrasting it with written forms This encompasses oral testimonies and the tradition of oral storytelling, which is integral to spoken language.
HACHETTE encyclopộdique, l’oral est dộfini comme ô transmis ou exprimộ par la bouche, la voix (par opposition à ộcrit) qui a rapport à la bouche ằ.
Based on the definitions from various dictionaries, it is evident that they share a similar meaning Therefore, we can summarize and define oral communication as the expression and transmission of thoughts through voice and speech, as opposed to written forms.
Oral expression in French as a foreign language represents a crucial linguistic skill that is integral to overall communication competence The four language skills—writing and speaking—are interdependent Each skill has its own unique characteristics; oral skills require not only a solid grasp of vocabulary and grammar, akin to other linguistic competencies, but also necessitate good pronunciation, fluency, and the ability to communicate effectively in front of an audience.
Méthodologies didactiques appliquées dans l’enseignement/ apprentissage
Nous disposons aujourd’hui de plusieurs méthodologies d’enseignement/ apprentissage de langue étrangère.
Dans cette méthodologie, on se concentre sur la grammaire et notamment sur l’écrit, non pas sur la compréhension et l’oral.
The learner studies grammar rules, as each lesson is structured around a specific grammatical point The lesson includes an introduction and a gradual explanation of the rules, followed by a series of application exercises that focus on translation and themes (Cuq & Gruca, 2003).
In traditional teaching methods, the teacher dominated the classroom by selecting texts and exercises, posing questions without relying on a textbook This approach rendered learners passive, often depriving them of opportunities to self-correct their pronunciation and address grammatical and lexical challenges The focus was not on spoken language, as the primary goal of foreign language instruction was merely to translate literary texts, resulting in oral communication being relegated to a secondary role.
The direct methodology views language as a tool for communication, emphasizing the social needs of language exchanges Learners are more engaged when they can converse in a foreign language rather than their native tongue This approach aims to facilitate the teaching and learning of foreign languages by focusing on the needs and interests of students It is influenced by the natural method, which encompasses various ways of acquiring a language through interaction with native speakers.
According to Cuq and Gruca (2003), the direct methodology prioritizes oral communication over written expression, contrasting with traditional methods However, this approach falls short in enabling learners to effectively engage in communicative tasks, as it overlooks real communication situations Later, communicative approaches addressed this limitation, enhancing the learning experience.
The primary goal of this methodology is to learn spoken foreign languages, focusing less on written forms and grammar It emphasizes real or authentic communication contexts, yet learning primarily involves repeating phrases and structures This approach enhances phonetics and pronunciation in foreign language acquisition While the audio-oral methodology prioritizes oral skills over written ones, it does not facilitate true communication, as audio-oral courses mainly require repetition of conversations or communication.
2.4 La méthodologie structuro-globale audiovisuelle
The audiovisual structuro-global methodology emphasizes the integration of image and sound to enhance language learning It targets four key skills: listening comprehension, reading comprehension, oral expression, and written expression, with a notable focus on oral skills The auditory component aids learners in mastering linguistic elements such as pronunciation and intonation, while also addressing paralinguistic features like voice melody and volume Additionally, visual aids facilitate understanding through extralinguistic means, including gestures and facial expressions All images and sounds are rooted in real communication contexts However, despite its effectiveness in improving oral communication with native speakers, this methodology lacks opportunities for direct interaction, limiting learners' ability to fully grasp native conversations and audiovisual materials (Cuq & Gruca, 2003: 239).
The communicative approach, as defined by Bailly and Cohen (2009), is a language teaching methodology that emphasizes learning through meaning and context in communication situations This approach contrasts with earlier methods that focused more on the form and structure of languages rather than the contextual aspects of communication.
The communicative approach emphasizes learner-centered teaching, taking into account various factors such as the teaching and learning situations, the characteristics of the learners, and the desired objectives It typically involves conducting needs analyses to tailor the content accordingly Effective instruction in French as a foreign language through this approach requires teachers to have a clear understanding of their students' profiles and needs.
The action-oriented approach views communication as a form of action and living, emphasizing the importance of social context for fostering relationships and interactions As the most recent approach, it focuses on the needs of learners and the goals of instruction, serving as a connection between social actors in foreign language teaching and learning.
Conclusion partielle
The history of teaching and learning foreign languages has undergone significant developments over time The primary goal of foreign language education has shifted, with methods evolving to enhance language proficiency and communication with native speakers As previously mentioned, the teaching and learning of French as a Foreign Language (FLE) must address the social and professional needs of learners.