CONTEXTE PROFESSIONNEL
As part of my master's thesis, I will provide a detailed overview of the Department of French, one of the 19 departments at Ho Chi Minh City University of Pedagogy, focusing on its students, faculty, and academic program.
En premier lieu, pour bien présenter notre public étudiant, nous allons aborder des points comme suit : profil d’entrée, origine géographique, effectif, orientation professionnelle et niveau de franỗais
Each year, our department recruits new students through a university entrance exam, requiring a minimum score of 20 out of 40 in three subjects: Mathematics, Literature, and English/French Candidates who select English are referred to as D1, while those who take the French exam are called D3.
Ensuite, comme le concours d’entrée universitaire est organisé au niveau national, les candidats qui déposent leur dossier à notre université viennent des régions de tout le Vietnam
Puis, en fonction de l’effectif de nouveaux étudiants, chaque filière s’occupe d’une classe de 25 à 35 étudiants Cette année 2013-2014, le nombre des classes double, donc 2 classes de 20 étudiants par filière
When it comes to career orientation for new students, some candidates have a clear favorite profession in mind while preparing their university entrance application Others initially choose French as a new subject to explore After the first semester and presentations of training programs by faculty members, they solidify their academic path, selecting either Translation-Interpretation or Tourism Students who opt for the Pedagogy track begin their studies immediately upon entering the department.
Finally, newly recruited D1 and D3 students in the Department exhibit varying levels of French proficiency, ranging from DELF A0 to B1 (CEFR) Some have been studying French for 12 years, while others are entirely unfamiliar with the language This diversity in proficiency levels and learner backgrounds across the three programs in the department is a reality that must be acknowledged.
Secondly, regarding the management and teaching staff, we have a total of 20 members, which includes 2 responsible for the department's leadership and 3 overseeing the management of the three training programs.
J’ai suivi la formation initiale à notre département ou dans une autre université francophone à Hochiminh ville La formation continue se déroule régulièrement
This academic year, I participated in several continuing education activities, including a study day for young researchers, a training session titled "The Translator's Words: Reflections on Teaching Vocabulary to Translators/Interpreters," and a training course focused on research supervision.
In the French Department, teachers gather to address administrative issues and prepare for semester exams As a member of the Pedagogy program and a young educator, I completed a year of pedagogical support internship under an experienced trainer, and we have continued to exchange professional practices since then.
Je le constate comme un point fort pour ma pratique professionnelle
En troisiốme lieu, le Dộpartement de Franỗais a 3 filiốres professionnalisantes qui sont la pédagogie, la traduction-interprétation et le tourisme
1 Organisé par le CREFAP, en aỏt 2013, à Phnom-Penh
2 Organisộ par le Dộpartement de franỗais, en novembre 2013, à Hochiminh ville
3 Organisộ par le Dộpartement de franỗais, en dộcembre 2013, à Hochiminh ville
In the common core disciplines, all three fields require students to complete non-linguistic subjects during half of their university curriculum, specifically over 4-5 semesters out of 8 For instance, a first-year student in the first semester must take courses such as Marxism-Leninism, Vietnamese cultural developments, general computer science, and English - Module 1 In the second semester, the mandatory courses include general education, English - Module 2, and Vietnamese language practice, which are essential credits to acquire.
Il en va de même des semestres 3, 4, et 5
In specialized disciplines, linguistic subjects, particularly French, share the same content and hourly volume The textbook "Tout va bien 4" is utilized in the training at the Department, focusing on self-learning by presenting learning strategies and a portfolio However, the resources provided in this manual are beyond the students' comprehension level For instance, the audio materials, including high-speed connections and voice links, are elements that students find difficult to access.
The transition from an annual training system to a credit-based system has resulted in a twofold reduction in classroom hours for each subject Under the new system, students are expected to spend three hours preparing at home for every hour of class However, many students neglect this out-of-class work due to a lack of habit in preparing lessons in advance or uncertainty about what to study, despite teachers outlining the semester's program and topics at the beginning of the term.
Puis, les enseignants ont un programme détaillé à suivre pour chaque module,
The resource "Tout va bien !" by Auge et al (2005), published by Cle International in Paris, provides essential information including expected levels, targeted objectives, relevant themes to explore, recommended reading materials, and evaluation criteria, which consist of attendance (10%), mid-semester exam (30%), and final semester exam (60%).
The formal training program consists of 8 semesters over 4 years, during which students must earn a total of 135 credits, equivalent to approximately 50 modules In addition to their in-person classes, students also engage in professional internships during the 6th and 8th semesters.
Et 2 dispositifs informels qui sont des classes de tutorat et des ateliers ont lieu à tous les semestres
The tutoring class is primarily designed for D1 students to provide a general and straightforward introduction to letters, numbers, rhythm, and intonation in French As an informal program, D1 students participate in this class based on their availability.
The formal class teacher conducts these sessions for one month, dedicating two hours each week Utilizing exercises from the book "500 Exercises in Phonetics," the teacher focuses on activities such as repeating letter series, spelling like the speaker, and highlighting repeated numbers to master pronunciation Additionally, for syllabication, rhythm, and intonation, the book offers three sections: discrimination, training, and interpretation.
Due to limited class hours and the non-mandatory nature of attendance, the effectiveness of this class is moderate While some students continue to study the subsequent chapters at home, leading to improved pronunciation, others still retain a noticeable English accent when speaking.
5 Abry, D et Chalaron, M-L., 2010, 500 exercices de phonétique A1/A2, Hachette livre, Paris
- Pour le second dispositif : il s’agit des ateliers mis en place au Département : atelier de langue ; atelier des stratégies d’apprentissage à l’université ; atelier de lecture
CADRE THÉORIQUE ET REFORMULATION DE LA QUESTION DE RECHERCHE 19 1 Analyse de besoins
Pédagogies susceptibles d’être utilisées pour construire un curriculum
To develop an effective training system, various approaches can be utilized, including content-based approaches, objective-oriented pedagogy, competency-based methods, and integrative pedagogy This section aims to clarify these different educational strategies.
The content-based approach emphasizes the transmission of disciplinary knowledge and the central role of the teacher In this model, the teacher instructs and imparts knowledge, allowing minimal room for horizontal interactions among learners This traditional approach is particularly evident in theoretical disciplines.
Etat future souhaité Moyens d’action
Before defining objective-based pedagogy, it is essential to first understand the concept of an objective According to Jean-Paul Martin and Emile Savary (2001: 127), an objective in the context of education is characterized as a goal, intention, or purpose It represents an expected outcome of a specific action and should be observable, verifiable, and tailored to individual needs.
Deux types d’objectifs sont distingués : objectifs général et spécifique
Richard Prégent (1990: 22) emphasizes that a general objective reflects an abstract educational intention, outlining cognitive, affective, and psychomotor changes in learners throughout a course For instance, in the General French 1 course at the Department of French at HCMV University, the general objective is to achieve the DELF A2 level Specific objectives, on the other hand, detail what students should accomplish during the course, such as listening to and understanding everyday themes, discussing family, work, and hobbies According to the "Guide to Integration Pedagogy" (2010: 12), objective-based pedagogy breaks down learning into operational goals for learners to attain, allowing teachers to assess whether course objectives are met through ongoing evaluations However, this approach has limitations, as numerous fragmented objectives may lead learners to achieve them without understanding their interconnections, significance, or relevance to daily life.
Une nouvelle approche qui renoncerait à ce défaut a vu le jour – l’approche par les compétences
Selon Xavier Roegiers (2006 : 3), l’approche par les compétences repose essentiellement sur la notion d’objectif terminal d’intégration, soit les compétences terminales attendues pour un cycle donné
Cette approche vise 3 objectifs principaux :
D’abord, elle met l’accent sur ce que l’élève doit maitriser en termes de savoir, savoir-faire, savoir-être, plutôt que ce que l’enseignant doit enseigner
Ensuite, elle donne du sens aux apprentissages grâce aux situations dans lesquelles les apprenants utilisent leurs acquis pour les résoudre
Enfin, il certifie l’acquisition des apprenants à travers des situations et non plus à travers la somme des savoirs morcelés
The key question is how to effectively integrate various resources to enhance competence One effective approach is to consider the resources that need to be mobilized and the contexts that provide meaningful learning experiences, which is known as integrative pedagogy.
According to Xavier Roegiers (2010: 25), integration pedagogy aims to effectively align the objectives of an educational or training system with daily classroom practices and training methods The components of this pedagogy will be elaborated upon in the third part of this chapter (see p 25).
The analysis of various approaches for constructing a training plan reveals that these pedagogies are closely interconnected, with each subsequent approach building upon the previous one Specifically, the competency-based approach addresses the limitations of objective-based pedagogy by focusing on the terminal competencies that learners should acquire by the end of an educational cycle Furthermore, the integration pedagogy expands on this concept by creating integration situations where learners can mobilize, organize, and select their knowledge to tackle complex problems Rather than dismissing traditional classroom practices, integration pedagogy complements them Therefore, I have chosen integration pedagogy as the theoretical framework to study the implementation of the reading workshop at the University of Pedagogy in Ho Chi Minh City.
Pédagogie de l’intégration
Pour mettre en lumière la pédagogie de l’intégration, il est important de la définir et d’identifier ses caractéristiques avant de présenter des notions clés comme : ressources, tâche, situation, compétence
2.3.1 Définition et caractéristiques de la pédagogie de l’intégration
According to Xavier Roegiers (2010: 62), integration is a process where the learner becomes aware of the interdependence of their resources and then mobilizes, coordinates, and orchestrates them to complete a task or solve a problem.
Two key features of integrative pedagogy are highlighted In terms of expected outcomes, the learner is capable of completing a task or solving a problem Regarding the process, the learner utilizes and coordinates independent resources they possess This integration of resources occurs through various situations.
A travers cette définition, la clarification des notions comme ressources, tâche, situation, compétence s’impose
2.3.2 Ressources mobilisées en pédagogie de l’intégration
Guy Le Boterf (2004) rejoint Philippe Perrenoud (2001) sur les trois types de ressources : des savoirs, des savoir-faire et des savoir-être
First and foremost, knowledge encompasses declarative knowledge, procedural knowledge, conditional knowledge, and contextual knowledge For instance, writing this thesis requires me to master various types of knowledge, such as defining integrated pedagogy, developing an action plan, and understanding information related to the department and students.
Secondly, skills encompass abilities and frameworks of perception, thought, judgment, and evaluation In the context of the previous example, these skills refer to the ability to develop an action plan for the workshop, conduct interviews, and negotiate with other stakeholders involved in the project.
Thirdly, soft skills encompass attitudes, values, norms, and internalized rules For instance, this includes commitment to research work, the researcher's stance when interpreting theoretical concepts, and the required length of written submissions Alongside this classification, the integration pedagogy guide (2010) provides further insights.
24) regroupe les ressources selon deux types : ressources internes et externes
Internal resources are inherent to the individual and encompass a variety of elements, including knowledge, skills, attitudes, experiences, and personal qualities In contrast, external resources refer to those outside the individual, connected to their environment, and are often crucial for skill development Examples of external resources include professional networks, informational networks, educational materials, and infrastructure.
In conclusion, both internal and external resources are crucial and must be effectively integrated The key challenge lies in finding the right way to combine these two types of resources.
2.3.3 Tâches requises en pédagogie de l’intégration
Selon Jacques Leplat – Jean Pailhous (1977) cité par Marguerite Altet (1992 :
99), la tõche, c’est ô l’objectif assistộ au sujet, ce qu’il doit rộaliser ằ Toute tâche comporte :
- des instructions, des consignes pour réaliser l’objectif défini
- un dispositif ou un ensemble d’outils, de paramètres pour atteindre l’objectif visé
Marguerite Altet (1992 : 103) distingue les tâches de l’apprenant de celles de l’enseignant à la suite des observations de classe et des analyses sur 115 séquences de classe d’une heure
A l’issue de sa recherche, Marguerite Altet a repéré six tâches cognitives qui sont le fait de l’apprenant
Data entry and encoding operations aim to analyze and understand a situation To achieve this, it is essential to utilize mechanisms such as attention, decoding, identification, coding, interpretation, and framing of information.
- Des opérations de transformation, qui se sont déroulées une fois que les informations de la situation sont obtenues Elles les discriminent, comparent, classifient, catégorisent, traitent
Memory operations consist of three types: declarative memory, production memory, and working memory Declarative memory retains images, concepts, and propositions within a semantic network Production memory stores procedures, such as production rules, while working memory serves as the connection between the two previous types of memory.
- Des opérations d’inférence, qui reposent essentiellement sur le raisonnement Toutes les actions de déduction, raisonnement, et évidemment de compréhension, mémorisation se rejoignent dans cette opération d’inférence
- Des opérations de production, qui correspondent à la création de connaissances, à la découverte de solutions ou à la résolution d’un problème
- Des opérations de métacognition, qui recouvrent les connaissances de l’individu et ses régulations
Marguerite Altet concludes that the first three cognitive operations are essential for content-centered tasks, aligning with inquiry-based teaching and reception-application learning In contrast, the last three operations are found in formative tasks, which correspond to active student-led research methods and personal appropriation through active learning.
Toujours d’après sa recherche, Marguerite Altet a catégorisé les tâches de l’enseignant en 3 types
Firstly, content-focused functional tasks involve operations where the teacher dominates the conversation, and the learner engages in execution tasks such as answering questions, completing exercises, linking concepts, and reproducing information.
Deuxièmement, les tâches formatives centrées sur l’apprenant, qui sont des opérations dans lesquelles l’enseignant guide, oriente l’apprenant qui remplit les tâches formatives comme rechercher, construire, résoudre, réfléchir
Thirdly, cognitive-centered metacognitive tasks involve operations where the teacher encourages reflective thinking, while the learner engages in metacognitive activities such as self-awareness and reflection.
En conclusion, la tâche met les apprenants dans l’action selon des conditions et des objectifs Alors, une question se pose : Comment les apprenants agissent- ils ? C’est à travers des situations
2.3.4 Situations exploitées en pédagogie de l’intégration
2.3.4.1 Définition : Situation et situation problème
According to Xavier Roegiers (2010: 276), a situation comprises four key elements: context, support, function, and instructions for completing a requested activity The context refers to the environment in which one operates The support includes the material, virtual, or real elements present in that context, serving as essential information prior to taking action The function represents the objective of the action, while the instructions encompass the set of guidelines to be followed during the task.
Dans le cadre de l’enseignement et de la formation, deux types de situations sont présentés par Xavier Roegiers (2010 : 268) : les situations d’apprentissage et les situations d’intégration
2.3.4.2 Situation d’apprentissage en pédagogie de l’intégration
Xavier Rogiers (2010: 269) defines learning situations as contexts utilized by educators or trainers to establish resources, focusing on the development of these resources There are three distinct types of learning situations.
Initially, exploration situations involve preparing the ground before addressing the problem situation The teacher encourages students to formulate meaningful hypotheses or draw on previously acquired knowledge For instance, prior to delving into a text on the theme of "Change," the awareness phase allows learners to review and reuse their prior knowledge related to the topic.
METHODOLOGIE DE RECHERCHE
Recherche – action
To fully grasp the concept of action research (AR), it is essential to first define what action research is, followed by an exploration of its key characteristics and the steps involved in its implementation.
Action research (AR) is a process where social actors transition from being passive subjects of investigation to active participants in research, collaborating with professional researchers (Guy Le Boterf, 1983) This approach empowers the concerned social groups to identify the issues they wish to study, conduct critical analyses, and seek corresponding solutions Marielle Rispail (2004) further emphasizes that AR involves a series of operations aimed at drawing lessons, enhancing knowledge, identifying and analyzing problems within a specific field, verifying effects, developing solutions, and implementing them effectively.
To gain a clearer understanding of the term "action research," we can break it down into its components According to Bruno Maurer (2013:6), "research" refers to a collaborative effort aimed at identifying problems within a work context Once these issues are defined, the group analyzes them to find suitable solutions Additionally, Maurer explains that "action" involves the group taking steps to address the identified problems using available resources Furthermore, Marielle Rispail (2004:20) emphasizes the significance of the hyphen connecting these two words, suggesting that it fosters creativity in group work through negotiation and discussion among members.
The aim of this type of research is to generate knowledge and effect change through action (Marielle Rispail, 2004: 21) These objectives align with my initial goals for the project Specifically, I intend to help first-year students develop new knowledge, such as appropriate reading strategies for their level Furthermore, I aspire to transform the reading workshop into a genuine hub of reading activities by incorporating complex tasks and problem-solving situations.
Alors, une question se pose : ô Qu’est-ce qui diffộrencie la recherche classique de la recherche-action ? ằ
3.1.2 Comparaison avec la recherche classique
Hugues Bazin (2006) distingue la RA de la recherche classique par différents éléments : démarrage, type de position-relation, type de production de connaissance, transformations réelles
From the outset, participatory research (RA) stands apart from traditional research methods It involves a collaborative gathering of stakeholders who share a common situation, allowing them to collectively define the problem and establish the working modalities throughout the research process Additionally, negotiation and evaluation are closely intertwined throughout the RA journey, unlike traditional research, which typically involves individual or collective meetings where negotiation and evaluation are distinctly separated.
In action research, the researcher's position is actively involved, contrasting with the neutral stance in traditional research This distinction leads to different relationships between the researcher and the research context; in action research, the relationship is horizontal and egalitarian among participants, while in classical research, it is vertical and hierarchical.
Knowledge generated in action research arises from both individual and social transformation, whereas knowledge in traditional research is developed through data collection.
Actors in augmented reality (AR) define challenges and actively resolve them, leading to a tangible transformation evident in their work and the utilization of their outputs In contrast, the transformation in traditional research is often potential and underutilized.
3.1.3 Caractéristiques de mon projet RA
Selon Mayer & Ouellet, 1991, cité par Vo Van Chuong (2012) dans sa présentation à l’école d’été francophone 6 , la RA a 6 caractéristiques J’essaie de caractériser mon projet RA selon ces 6 aspects :
Firstly, a research project requires a significant amount of time For my thesis, I dedicate the second semester of the 2013-2014 academic year to implementing this project, which spans 15 weeks.
Secondly, it brings together various stakeholders, with students being the primary participants in our Reading Activity (RA) Together, we will identify challenges and issues related to reading and negotiate activities that can be implemented in the reading workshop Additionally, I will be actively involved in this research as a researcher.
Troisièmement, elle demande la négociation et la discussion entre les acteurs
For each stage of the workshop, I will undoubtedly create spaces for students to express and discuss their ideas, allowing them to negotiate with me about their desired activities.
Quatrièmement, elle dépend des nécessités d’une situation et d’une pratique sociale concrète Il est évident que cette RA est basée sur la nécessité de
6 Organisé par le CREFAP, du 29 juillet au 2 aỏt 2013, à Bangkok remettre en place l’atelier de lecture selon la pédagogie de l’intégration
Fifthly, knowledge production must be contextualized within the work environment The reading workshop serves as an informal training mechanism within the department, necessitating consideration of students' availability, classroom resources, and other logistical factors.
Dernièrement, le chercheur du projet RA, que je suis, doit être impliquée dans la recherche et adopter une relation égalitaire et horizontale avec des étudiants
3.1.4 Protocole de mise en œuvre de mon projet RA
Dans le cadre du mémoire, j’envisage deux étapes pour la méthodologie de recherche :
First and foremost, this involves an analysis of student needs I will identify the actual needs expressed by the students and negotiate objectives and actions for the reading workshop through a group interview.
Secondly, the implementation of this action plan will involve conducting six written comprehension activities in a workshop setting, following an integrative pedagogy approach For each session, I will create technical facilitation sheets outlining the objectives to be achieved, the expected outcomes, and the procedures to follow.
Rappelons les deux hypothèses qui sous-tendent ma question de recherche et qui sont :
- les besoins des étudiants en atelier de production de lecture dans un dispositif non-formel sont variés et différents
- la mise en place de la pédagogie par l’intégration favorise la construction des compétences professionnelles chez des jeunes enseignants
Pour chaque étape, je présenterai :
- ensuite, le choix de la technique de collecte de données
- enfin, les conditions de passation de l’enquête.
Identification des besoins
We are a team of 12 individuals, consisting of 2 teachers and 10 first-year students in the Pedagogy program, all of whom are beginners I am the facilitator of this session and will also invite another teacher from the Secretariat Additionally, we will select another student from today's participants to serve as the second secretary Given that our research methodology focuses on action research, this approach necessitates active participation from both the teachers and the students in the research process.
3.2.2 Choix de la technique de collecte de données
We conduct a group interview rather than individual interviews A group interview occurs when the interviewer poses questions to multiple interviewees simultaneously The choice of a group interview for this study is justified by three main reasons First, it allows for spontaneous responses from students Second, students tend to feel more comfortable and at ease in a group setting during the interview Lastly, this approach helps to create an equal footing between the two parties involved.
3.2.3 Condition de passation ẫtant donnộ que les ộtudiants D1 sont les dộbutants en franỗais, nous utilisons le vietnamien pour faciliter la compréhension entre nous
Quant à l’outil technique, j’ai demandé la permission aux étudiants d’enregistrer l’entretien par un magnétophone Ils ont accepté l’enregistrement de leurs réponses
Additionally, I plan to display pre-prepared questions regarding student needs on the screen Finally, I will photocopy paper materials in advance to streamline the secretarial work.
Passons maintenant à l’étape de l’expérimentation en recherche-action.
Expérimentation en recherche-action
3.3.1 Public enquêté Étant donné que cette étape a pour but de mettre en place des séances de l’atelier de lecture, j’ai gardé le même groupe d’étudiants de l’étape précédente
3.3.2 Choix de la technique de l’expérimentation
L’expérimentation comprend 2 phases : élaboration de fiches techniques d’animation et mise en expérimentation
3.3.2.1 Elaboration de fiches techniques d’animation
La fiche technique d’animation (désormais : FTA) est une fiche pédagogique qui comporte différentes rubriques suivantes :
- Ordre de l’activité, de la semaine
L’ordre de l’activité et de la semaine ó se déroule la séance est bien précisé pour bien suivre le calendrier de l’atelier
- Date et heure de mise en œuvre
Cette information est bien fixée aussi parce que j’ai déjà négocié avec les étudiants les jours arrêtés pour l’expérimentation de l’atelier
Les objectifs sont des objectifs opérationnels formulés en termes de capacités tels que c’est défini par la pédagogie par objectif
The expected outcome is the goal that participants aim to achieve during the work session It is observable, verifiable, and customizable by the end of the session.
The article outlines a pedagogical framework that details the progression of tasks within a session, including specific work instructions and methodologies for each task It also specifies the material resources utilized, the duration of each task, and the participants involved This structured approach ensures clarity and efficiency in the learning process.
Après avoir élaboré des FTA, je les mets en place pendant les jours arrêtés pour l’expérimentation de l’atelier Je suis les tâches proposées dans les FTA
3.3.3 Conditions de passation ẫtant donnộ que les ộtudiants D1 sont les dộbutants en franỗais, nous utilisons le vietnamien et le franỗais dans les sộances de l’atelier de lecture
Quant à l’outil technique, j’ai préparé en avance des textes utilisés dans chaque séance
En outre, je ne peux pas projeter des images sur l’écran comme dans l’étape de l’identification des besoins à cause des contraintes infrastructures.
ANALYSE ET INTERPRÉTATION DES RÉSULTATS
Identification des besoins
This step involves analyzing the information gathered during the needs identification session held on March 6, 2014 Initially, I present and analyze the results from the group interviews conducted with the students Finally, I interpret the findings of this phase by measuring any discrepancies that may exist.
4.1.1 Restitution et analyse des données de l’enquête
Sur le matériel utilisé, l’entretien s’est déroulé comme prévu à la salle A303 LVS : le projecteur a bien marché, le magnétophone a bien enregistré les réponses des étudiants
Quant aux acteurs présents dans cette séance, nous étions 13 au jour de l’entretien dont 2 enseignantes et 11 étudiantes alors que l’effectif prévu est de
12 Une étudiante, malade, est venue quand même à l’entretien même si elle ne pouvait pas parler Nous constatons son intérêt pour l’atelier de lecture L’enseignante invitée a bien fait son travail de Secrétaire et a procédé aux installations techniques de l’entretien Quant à moi, je conduis l’entretien mais j’étais un peu embarrassée et inquiète parce que c’était la première fois que je faisais un entretien Quant aux étudiantes, elles étaient à l’aise et avaient l’air prêtes pour l’atelier de lecture
I opted for a group interview to elicit spontaneous responses from the participants, conducting a roundtable for each answer This approach sometimes leads to repeated responses for certain questions.
When I begin transcribing the interview, I face significant challenges in identifying the speakers behind the responses It is advisable to record the group interview to accurately attribute each opinion to the respective individual.
In the first part of the interview, I aimed to explore the current reading habits of students in French The responses to the question "Do you enjoy reading?" revealed that 9 out of 11 students expressed a positive interest in reading, while 2 did not E1 enjoys reading as it helps her escape reality, while E2 appreciates the illustrations in books E3 is drawn to engaging content that fuels her imagination, and E4 reads to compare books with their film adaptations E5 values reading for learning to write and draw, and E6 believes it guides people towards goodness E7 considers reading a beneficial habit, and E8 finds it helps her sleep better Conversely, E9 prefers watching films over reading, E10 cites a lack of time, and E11 notes the scarcity of books translated into Vietnamese Overall, it appears that most students read for entertainment rather than academic purposes, and the absence of references to reading in French may stem from their perception that workshop reading differs from classroom reading.
In response to the question "In what language do you read?", 10 out of 11 students frequently read in Vietnamese, while only 1 student reads in English Additionally, 5 students report reading bilingual books in both English and Vietnamese.
It is important to note that although they are students in the French Department, none of them read in French The reasons for this phenomenon may include a lack of vocabulary and difficulties in mastering French grammar, which the students themselves identify as significant obstacles to reading in French.
Regarding the third question about reading strategies in both the native language and a foreign language (specifically English, as the interviewees read only in English or in both English and Vietnamese), the students report employing a skimming technique followed by a detailed reading They also mention that they read the summary, if available, before engaging with the main text.
In examining reading strategies in French, it is evident that students rely on the knowledge gained from their first foreign language, English, when reading in their second language, French.
When comparing reading strategies in their native language and a foreign language, students report that they read fluently in their native language, Vietnamese, while their reading speed in English is noticeably slower They describe their reading strategies as initially translating known words, then connecting them with unfamiliar words, and finally translating the entire sentence.
The fourth question, "How do you read in French?" reveals that 4 out of 11 students rely on words that resemble those in English Additionally, 3 out of 11 prefer to read Vietnamese translations before tackling the French text.
Three students attempt to guess the meanings of words and then translate them into Vietnamese, while one student translates the entire text word for word When asked about their reading difficulties in French, all students report that a limited vocabulary and lack of grammar mastery are their primary challenges One student mentions spending a significant amount of time looking up definitions to understand the text Additionally, two students express difficulties with pronunciation, particularly with certain words As beginners, they are concerned about vocabulary, grammar, and phonetics In the second part of the interview, we explored the students' reading preferences through five questions For the first question regarding preferred themes, the top three choices are Travel, Feelings, and Horror Stories, followed by Fashion, Shopping, and Life Skills Other selected themes include Sports, Cultural Topics, and Cuisine.
In response to the question, "What genre do you read?" the most popular reading material among students is newspapers Additionally, students show a preference for comic books and detective novels Other notable genres include romantic novels, crime fiction, and horror stories.
Sur les stratégies de lecture que les étudiants voudraient découvrir dans l’atelier, nous avons proposé 6 stratégies de lecture comme suit :
Three students opted for reading aloud, while six preferred silent reading Additionally, individual reading was chosen by two students, and group reading was favored by three Lastly, both global and detailed reading received equal support, with four students selecting each option.
In the workshop, the two most popular activities include reading expressively for the first 15 minutes and singing along to French songs Additionally, participants have selected three main activities: summarizing a previously read book in French, English, or Vietnamese, recounting an easy French book, and reading recipes to write a Vietnamese dish Only one student opted for the activities of integrating reading and writing, as well as undertaking a reading project.
Expérimentation des activités proposées dans le cadre d’une RA
This article aims to explore whether setting up a reading workshop has enhanced the professional skills of the young teacher I am If so, what specific skills have been developed, and how have they been formed?
This experimentation within a RA framework will be structured into four phases: the development of technical animation sheets, implementation of activities, analysis of experimental results, and regulation and improvement of the system For each phase, I will first present a data analysis report, followed by an interpretation of the analyzed results to draw conclusions.
4.2.1 Elaboration des fiches techniques d’animation
4.2.1.1 Restitution et analyse des données
As part of the reading workshop, six technical animation sheets were developed These animation sheets serve as educational tools that include various sections, outlining their structured architecture.
FICHE TECHNIQUE D’ANIMATION (FTA) Activité 1, semaine n° 8 :
COMMENT ? (méthodologie, consignes de travail) avec QUOI ? (ressources materielles)
Dans les 6 FTA, il s’agit de décrire les objectifs, les résultats attendus et le scénario de chaque séance Comme illustration, nous nous référons à la FTA 4 (voir annexe, p.93)
Objectives are operational goals defined in terms of capabilities, as outlined by objective-based pedagogy Consequently, participants will be able to achieve specific skills by the end of each session.
- prendre connaissance de la bande dessinée Titeuf et son auteur ZEP et deviner la dernière vignette de quelques séquences de cette bande dessinée (FTA 1, p.76)
- articuler et prononcer de manière claire grâce aux vire-langues, lire à haute voix et comprendre un poème et connaitre les critères d’une bonne lecture expressive (FTA 2, p.80)
- comprendre les sentiments de l’auteur à la vue de la pluie, réciter le poème ô Il pleure dans mon cœur ằ et travailler les champs lexicaux de ô pluie ằ et de ô tristesse ằ (FTA 3, p.86)
- effectuer une série de questions avec réponse à partir d’un texte descriptif, organiser un Quiz et travailler le champ lexical ô changement ằ (FTA 4, p.93)
- faire des associations d’idées et expliquer les inférences pour compléter un texte (FTA 5, p.103)
- faire des associations d’idées, compléter l’outil 3QOCP (Qui ? Quand ? Quoi ? Où ? Comment ? Pourquoi ?) et trouver le lien entre 3 textes (FTA 6, p
The expected outcomes, grounded in objective-based pedagogy, are defined in terms of observable, verifiable, and customizable products The anticipated results from the six sessions are articulated as follows:
- produire une dernière vignette de la séquence BD (FTA 1, p.76)
In just 30 minutes, participants will practice pronouncing the sounds [t], [tr], [z], [s], and [ch] through engaging tongue twisters They will evaluate the expressive reading skills of their peers and conduct a self-assessment using a dedicated expressive reading evaluation sheet Additionally, participants will have the opportunity to recite a poem in a real-life context, enhancing their pronunciation and expressive reading abilities.
The article outlines the strategies employed to identify the missing word, emphasizing the importance of researching poems on the same theme in various languages It justifies the selection process and compares poems written in three different languages, focusing on semantic, lexical, and sociocultural aspects.
- rédiger correctement les questions, animer le Quizz et confronter les deux textes pour effectuer le champ lexical ô changement ằ (FTA 4, p.93)
- faire des associations d’idées et des inférences logiques et pragmatiques (FTA 5, p.103)
- faire des associations d’idées en faisant des inférences logiques et pragmatiques, compléter l’outil 3QOCP et mettre en lien les trois textes (FTA 6, p.107)
The educational scenario outlines the tasks to be completed, the instructions to follow, the resources utilized (such as teaching materials), the duration of task completion, and the involved participants Generally, the educational scenario for sessions is based on integrative pedagogy Due to the detailed nature of the educational scenario, I will illustrate it using the example of FTA 4 (see appendix, p.93).
This session is based on a document from the book "Compréhension écrite 2 à 7," titled "Paris has indeed changed." The session's objectives and expected outcomes are outlined above The complex task involves understanding the text and developing a questionnaire, which is a critical operation for achieving the session's goals.
In a collaborative learning environment, students engage in a series of micro-tasks designed to enhance their understanding of Parisian landmarks Initially, they work in groups to match place names with corresponding images using a prepared resource, which they then present on a board for an exhibition Following this, each group's spokesperson shares their strategies for making these associations Next, students focus on creating a quiz by first reading a text titled "Paris has changed!" as part of their preparation for formulating questions.
In the FO2 9 activity, participants will create a set of six questions based on the provided text: two questions related to the identified sites from task one, two questions addressing the changes in Paris, and two questions reflecting the author's feelings These questions will be presented to the opposing group for a quiz format The quiz will occur in two phases: first, Group A will answer the questionnaire from Group B, with the teacher acting as the referee, while Group B selects a member to host the quiz and the rest serve as judges Next, Group A will pose questions to Group B The winning group will be determined by the highest score Finally, students will be encouraged to read the text "In Paris, the Most Beautiful Avenue in the World."
8 La fiche outil 1 de la FTA 4, voir annexe, p.97
9 La fiche outil 2 de la FTA 4, voir annexe, p.101
The text discusses the lexical fields related to change, as explored in a previous task Students present their findings on the board to share insights and incorporate relevant vocabulary from the text "Paris has indeed changed." Finally, they respond to a questionnaire in Vietnamese that I prepared We will now interpret the results of this initial phase of experimentation.
Lors de cette étape de conception des FTA, je sais comment élaborer une fiche pédagogique dont le scénario met en scène une activité intégrative de ressources
In seeking to integrate various educational approaches such as competency-based education, objective-driven pedagogy, and integrative pedagogy, I have chosen an eclectic method This choice is rooted in the close interconnection of these pedagogies, where each subsequent approach builds upon the previous one The effectiveness of this eclectic approach is evident in its application.
- la mise en place des tâches complexes selon la pédagogie de l’intégration
- la formulation des objectifs selon la pédagogie par objectif
This stage is meaningful as it enables me to understand theories related to various approaches I've utilized and apply them through the preparation of educational scenarios My choice of approach is based on the session's objectives, the nature of the activities, and the resources involved This internal resource comprises theoretical knowledge of different pedagogies, supported by external resources such as A2 level textbooks and authentic documents from the internet, which I have used as triggering materials.
J’ai dû faire preuve de beaucoup d’assiduité et de créativité pour réfléchir au choix des documents, à l’organisation des séances et à la diversification des scénarios pédagogiques
Passons maintenant à la deuxième phase de l’expérimentation dans le cadre d’une
RA : la mise en œuvre des activités
4.2.2 Mise en œuvre des activités
4.2.2.1 Restitution et analyse des données
Les tâches recommandées dans ces activités sont des tâches complexes parce qu’elles exigent des étudiants qu’ils trouvent des solutions à une situation donnée
The complex task of the first session involves articulating the understanding of the initial vignettes and producing a final vignette for the sequence, while considering the humor present throughout This process is a production operation that aligns with knowledge creation, solution discovery, and problem-solving.