French Language Teaching Research Articles

Application of Augmented Reality Technology to Hospitality French Learning

The delivery of teaching materials in lectures is one of the parts that determine students' understanding of the material presented, especially when lecture materials are things that demand equipment that supports outdoor activities or requires practicum devices that are not possible to be applied to the room, for example in the Unimed French Language Education study program in semester 6. Students will meet the practicum course in the l'hôtellerie or hospitality course this course requires students to imagine being in a hotel directly with all existing activities with a long enough duration. If this course is delivered only in words and sometimes monotonous delivery bores students so that they are less interested in difficulty in mastering the lecture material. One way that can be done to overcome this is to use visual equipment so that what is conveyed in a visual way makes students interested in the material presented and then brings the imagination that they are in a real hotel so that they live the learning in this hospitality course. However, visual delivery in the room is also a problem when the number of learners is large. For this reason, equipment is needed that can provide information visually and is easy to use or carry that can spur student activities to interact. Media augmented reality is a visual model that can provide new experiences in interacting between real objects and virtual objects that are formed in three-dimensional form, using augmented reality packaged as learning material can help students to understand the teaching material in l'hôtellerie lectures.

Dialogues in mediatic discourse and French language teaching

Bu çalışmanın başlıca amacı bir söylem türü olan diyalogların içinde bulunduğu öğretim materyallerini incelemektir. Çalışmada Yabancı Dil Olarak Fransızca Öğretimi alanında medya söyleminde yer alan diyalogların, öğrenenleri söylem çözümlemesi gerçekleştirmeye yönlendirmek amacıyla kullanılıp kullanılmadıkları incelenmiştir. Çalışma, Fransız televizyon kanalı TV5 Monde tarafından oluşturulan Fransızcanın öğretimi/öğrenimiyle ilgili web sitesinde kullanılan diyaloglara odaklanmıştır. Çalışmada öncelikle Yabancı Dil Olarak Fransızca Öğretiminde Söylem Çözümlemesinin önemi ve ortaya çıkışı, daha sonra da medya söylem türlerinden biri olan diyaloglar ele alınmıştır. Son olarak TV5Monde Fransızca öğretimiyle ilgili web sitesinden alınan ve Diller İçin Avrupa Ortak Başvuru Metni’ne göre özerk (Fr. autonome) olarak kabul edilen C1 düzeyindeki bir diyalog söylem kavramları ve terimleri açısından çözümlenmiştir. Çalışmanın sonucunda incelenen diyaloğa ait öğrenen ve öğretmen dosyalarının söylem çözümlemesi kavramlarını ve etkinliklerini içerdikleri ve öğrenen kişiyi söylem çözümlemesi yapmaya yönlendirdikleri saptanmıştır. Ancak incelenen diyaloğun C1 düzeyinde olduğu düşünüldüğünde söylem çözümlemesine ait daha fazla alıştırmanın (konuşucuların konumlanması, söylemsel kimlikleri, başvurdukları stratejiler vb.) gerçekleştirilebileceği de söylenebilir. Öğrenen dosyasında yer alan alıştırmaların herhangi bir ünitede alıştırmalarda olması gereken sıra ve içeriğe uygun olduğu da çalışmadaki saptamalar arasındadır. Gerçekleştirilen incelemenin sonunda, diyaloğa ait tüm alıştırmaların açık uçlu sorulardan oluştuğu görülmüştür. Öğrenenin bilgilerinin ölçülmesinde ve değerlendirilmesinde çeşitliliğin artırılması için farklı alıştırma türlerinin birlikte kullanılması önerilebilir.

Analysis of postgraduate theses in the department of French language education

Bu araştırmada, 2000-2022 yılları arasında Türkiye’de gerçekleştirilen Fransız dili eğitimi alanında yapılmış lisansüstü tezler incelenmiştir. Amaç bu alanda yapılmış yüksek lisans ve doktora tezlerinin araştırma eğilimlerini belirleyerek yapılacak yeni çalışmalara yön verebilmektir. Bu doğrultuda, tarama modelinden yararlanarak YÖK Ulusal Tez Merkezinin veri tabanından verilere ulaşılmıştır ve tarama sonucunda 97 yüksek lisans, 29 doktora olmak üzere 126 teze ulaşılmıştır. Doküman inceleme ile içerik analizi kullanılarak veriler temalara ve kategorilere ayrıldıktan sonra yorumlanmıştır. Tezler, yazıldıkları yıl, yazım dili, kullanılan yöntem, seçilen örneklem ve tez konusu bakımından toplamda beş parametreye göre incelenmiştir. Verilerden yola çıkarak yüksek lisans tezlerinin en çok 2019 yılında yazıldığı ve yüksek lisans tezlerinin neredeyse 3’te 1’i kadar olan doktora tezlerinin de en çok 2014 yılında yazıldığı tespit edilmiştir. Yazım diline bakıldığında, her iki tez türü için en çok Fransızcanın kullanıldığı görülmektedir. Fransız Dili Eğitimi Bilim Dalında yapılan tezlerin büyük çoğunluğunun nitel araştırma yönteminden yararlanılarak yazıldığı ve en çok kullanılan örneklem türünün ders kitapları ve diğer tür kitaplar olduğu, bununla birlikte ona çok yakın sayısal değere sahip olan, üniversite öğrencileri olduğu söylenebilir. Değerlendirmeler neticesinde, araştırma konularının eğitim-öğretim süreci teması altında topladığımız, yöntem-teknik ve ders materyalleri kategorilerinde daha fazla sayıda olduğu görülmüştür. Araştırma sonucunda, tezlerin yoğunlukla kitap incelemesi üzerine olduğu tespit edilmiştir.

ON FRENCH LANGUAGE TEACHING METHODS AND GRAMMAR

ON FRENCH LANGUAGE TEACHING METHODS AND GRAMMAR

Mediacja komunikacji w podręcznikach do nauki języka francuskiego dla szkół ponadpodstawowych

The concept of mediation in language teaching and learning, which has been functioning for more than 20 years in glottodidactic discourse, was only clarified in 2018 with the publication of the Companion volume to the Common European Framework of Reference for Languages, which has not yet been translated into Polish. This article is devoted to the ‘mediating communication’, which is part of the mediation activities defined in the companion volume to the CEFR. The first part of the article is devoted to theoretical considerations on the mediation and mediating communication in foreign language teaching, while the second part presents examples of specific exercises aimed at improving the competences in the mediating communication, which were identified as a result of the analysis of eighteen textbooks for French language teaching for secondary schools.

Exploring skills in the use of information and communication technologies for teaching (ICTE) among future French language teachers in the secondary cycle.

Exploring skills in the use of information and communication technologies for teaching (ICTE) among future French language teachers in the secondary cycle.

Développer la compétence interculturelle en classe de français langue étrangère à travers le roman noir Derrière les panneaux il y a des hommes de Joseph Incardona

Current research on interculturality in foreign language teaching focuses on the development of the intercultural personality of the learner based on his social representations. In this context, the introduction of crime fiction in French foreign language teaching makes it possible to take the complexity of the human personality more efficiently into account when developing the intercultural competence of the learner. Based on a thematic analysis of the novel Derrière les panneaux il y a des hommes (Behind the Panels There Are Men) by Joseph Incardona, which aims at highlighting the references to French culture in the text, and from a linear analysis centered on the characters and their complex personalities, the article proposes to apply the cultural and intercultural approaches of language didactics to literature. In this way, in order to develop cultural competence, the learners first learn to identify the cultural clues referring to French society in the text. Then, they learn to adopt a positive attitude of openness towards others through the characters of the novel to develop their intercultural competence.

Development of Articulate Storyline Learning Media to Improve the Writing Ability of French Students

The purpose of this study is to develop the application of articulate storyline learning media and Production crite lémentaire textbooks to improve the writing skills of students of the French Language Education Study Program, Medan State University. a companion for the explanation of the grammar section from Chapter I to Chapter V so that students can study independently and use the ISBN Production crite lémentaire textbook. The resulting products are in the form of web and applications that can be operated offline on laptops, tablets and smartphones. Another target to be achieved in this research is the published indexed international journals. The research method in this study uses research and development (Research and Development) Borg and Gall consists of ten implementation steps including (1) research and data collection, (2) planning, (3) product draft development, (4) field trials, (5) improvement of initial product, (6) field trial, (7) refinement of product resulting from field test, (8) field implementation test, (9) refinement of final product, and (10) dissemination and implementation. The data needed in this study will be collected through a student needs analysis questionnaire.

“I’m Trilingual – So What?”: Official French/English Bilingualism, Race, and French Language Teachers’ Linguistic Identities in Canada

The privileging of French and English in Canada has led to an official language policy that minimizes the country’s long-established multilingual realities in favour of a socio-politically constructed linguistic and cultural duality. The impact of this policy directly shapes the linguistically diverse yet monoglossically constructed French language classroom with teachers overwhelmingly orientated to “balanced” bilingualism. Research narratives generated with Western Canadian French as a second language (FSL) teachers show how an emphasis on official languages constrains the construction of a legitimate professional identity, especially among multilingual teachers of French. The article argues that official French/English bilingualism in Canada constitutes a key obstacle to moving beyond monolingual and racializing language ideologies associated with standardized French and has a significant impact on FSL teacher professional identity. The analysis of interview extracts shows teacher-participants prioritizing English and French at the expense of their heritage (non-official) languages, in effect erasing dimensions of their linguistic, racial, and cultural identities. The article concludes by considering how a lack of researcher reflexivity with regard to issues of race can reinforce both monoglossic ideologies and a well-entrenched disregard for multilingual knowledge in teacher education programs.

La culture numérique, une compétence nécessaire pour la formation des professeurs de langues en Albanie

The use of digital tools and content is becoming one of the skills that the teacher must possess continuously while practicing his profession. Efficient integration of ICT in teaching requires, on the one hand, a good level of digitalization of services and infrastructure and, on the other hand, skilled teachers for their use. In this article, we aim to analyze the need for French language teachers to be trained in the field of ICT. The methodology of our work is descriptive and analytical. We will first describe the digital skills that a teacher should have in general and that of a foreign language in particular, based on the ICT skills reference frameworks developed by UNESCO and the European Commission. Furthermore, we will address the level of digitalization in the Albanian school system based on European standards and official data of the Albanian state. Finally, we will review and analyze the results of a questionnaire on the digital knowledge and skills of French language teachers. This will be useful to know the experiences and perceptions objectively, as well as to highlight the needs of teachers for continuing education in the field of ICT.

Implementation of Curriculum 2013 for French Subject Based on Phenomenological Perspective

The curriculum 2013 (K.13) has been applied since 2013, but its implementation in the French language teaching at high school has not been widely studied. This study aims to determine the implementation of K.13 in French language teaching at high school. This study is a qualitative research with phenomenological approach involving four French teachers: 2 senior teachers and 2 junior teachers. The data are obtained through interviews and analysed using Miles and Huberman theory. The results showed that those four French teachers had implemented K.13 in their classrooms. Likewise, there are some teachers who have applied scientific approach, PBL, discovery learning, and PjBL.

LDA 토픽모델링 기반 프랑스어교육 연구 동향 및 토픽 분석

Objectives The purpose of this study is to examine the current status and problems of researches on French language education, and also to present the future direction of French language education and researches by analyzing the trend and topics of researches on French language education using the topic modeling. Methods Through the LDA-based topic modeling which is the most representative topic modeling that automatically extracts and classifies latent topics as a text mining technique used for the analysis of a large quantity of texts, this study analyzed the network between four topic contents and topics focusing on the keywords of 265 theses on French language education published from January 2002 to February 2021. Results The results of this study were drawn as follows. First, due to the decreased French language education in secondary school and university, the researches on French language education record the low level despite some differences in each year. Second, in the results of examining the appearance frequency of keywords, it was shown in the order of ‘French language education’, ‘Curriculum’, ‘French language’, ‘communication skills’, and ‘French language as a foreign language’. This shows the active performance of researches focusing on the curriculum that becomes the standard of Korean secondary French language education, and communication skills as its important goal, and very limited topics handled in researches on French language education. Third, total four topics were extracted through the topic modeling, and the weight of each topic was shown in the order of ‘college French language education’, ‘secondary French language education’, ‘communicative approach’, and ‘action-oriented approach’. This study also verified that the researches on French language education were concentrated on a specific area or limited to the level or contents of theories or policies. Thus, it would be necessary to perform researches on various teaching/learning methodologies for improving students’ interest or expanding the teaching/learning contents that could be concretely applied to school field. Fourth, in the analysis of network between topics, focusing on French language, the foreign language, curriculum, learning, textbook, communication skills, learner, culture, French language education, education, and France were connected to each other while the French language education, France, culture, and education were forming another network. Conclusions This study verified the necessity of researches on various teaching/learning methods for diversifying and expanding the research field related to French language education, and also motivating and improving interest of learners.

Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency

Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.

Literaturwettbewerbe - ein sinnvoller Beitrag für den fremdsprachlichen Literaturunterricht? Überlegungen zu den französischen Wettbewerben Prix des lycéens und Francomics

Although student competitions play an important role in school life, they are hardly discussed in the field of foreign language didactics (referring to the German context). This article presents the two largest competitions for French language teaching, Prix des lycéens and Francomics, and explores their potential for engaging with literary texts in a school context. What seems particularly successful about the competitions is that they take students seriously as readers and challenge them to engage creatively with the works they read. This is especially meaningful since French language teaching in schools has been facing many challenges. The competitions seek to redress such difficulties by providing a selection of current French books for adolescent readers, by offering additional teaching material and other services, and ultimately enriching and supplementing French lessons.

An overview of development of French and English language education throughout Iran: Political, economic, social, and military aspects

An overview of development of French and English language education throughout Iran: Political, economic, social, and military aspects

Gamification as technology enabler in SEN and DHH education.

Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of Hearing (DHH) students manage to get a passing mark in French language at elementary level. As at date, literature suggests that there is hardly any French language learning tools connected with pedagogical knowledge and technological tools suitable for those children. The rationale behind this paper is to show how gamification of French learning resources can positively affect SEN and especially DHH students’ understanding and level of achievement in the language. Research questions were posed about the difficulties faced when students of that specific group learn to read and write in French, about how the gamification of textual resources can be used to improve the students’ learning, and the impact the games have on the students. The aim of this research is to embed gamification in the teaching and learning process of French language. Advocating for both qualitative and quantitative methods, the project based itself on the pragmatic paradigm while the theoretical framework is based on action research. Using my methodological inventiveness, data was gathered using techniques such as surveys, interviews, observations and focus group discussions through the lenses of narrative inquiry. On average, most students already did quite well when subjected to their teachers’ teaching methods only and showed a slight improvement for some students when games were added as learning aid.

Understanding French Culture in French Civilization Subject Using Adobe Captivate Software

This study aims to increase understanding of French Culture in French Civilization subject at French Language Education Study Program, Faculty of Language and Arts at one of state Universities in North Sumatera using Adobe Captivate Software. A classroom action research design was implemented in this study to find out the understanding increase of french culture of 48 students. There were two cycles in process ofcollecting the data with four steps in each cycle: observation, planning, action, and reflection. The pre test results show that the number of students who got A (90 – 100) as much16.7%, B (80-90) as much 31%, C (70-80) 45,8%, and D (60-70) as much 6,3%. In the first cycle, the number of students who got A (90 – 100) amount31%, B (80-90) amount 45,8%, C (70-80) amount 23%. The second cycle, the number of students who got A (90 – 100) as much42%, B (80-90) as much 58%. In the post test, the number of students who got A (90 – 100) amount 79% and b (80-90)amount 21%, it means that declined 100% who got C, D, or E. Therefore, this study show that Adobe Captivate Software was very effective to use in increasing student’s understanding in french culture. Therefore, Adobe Captivate Softwareis highly recommended using in any subjects, and it can be applied to other research.

“Self-Learning French Coursebooks” as Part of French Education in Post Tanzimat Era of the Ottoman Empire

French teaching in Ottoman Turkey found its actual speed with the Tanzimat period (the political reforms made in the ottoman state in 1839). Until the proclamation of the Republic, and even until the 1950s, French was considered the leading carrier of Western culture and civilization in Turkey, and teaching French was deemed necessary. However, it cannot be said that this was a very successful and sufficient period for French and foreign language teaching in general. Failure to fulfill the primary conditions of language teaching, such as teacher, material, and method, has been the main problem of foreign language teaching. When the lack of schooling is added, “self-learning French” books have emerged as an opportunity for teaching French, although they are not many. The five books discussed in the article, written in Turkish using the Arabic alphabet between 1867 and 1928, mostly describe the basic pronunciation rules, word types, sentence features, and grammatical information of French, starting with the alphabet, in a plain language and style. Although there was a good variety of French-Turkish dictionaries at that time, since economic conditions did not allow everyone to acquire a glossary, and even if there was an opportunity, which dictionary to choose is a different problem, as a standard feature in all of them, the vocabulary parts of the books were kept very wide. Books; It has been seen that both of them are successful when the measures such as showing the pronunciation of French words, grammatical knowledge that is not suffocating, broad vocabulary, the relevance of French and Turkish translation texts, page structure, language, and simplicity of expression are taken into account.

Eksplorasi teks sastra frankofon dalam pengajaran bahasa Prancis sebagai bahasa asing di Indonesia

The term francophone refers to the French-speaking community around the world, whereas francophone literature is all French-language texts produced by authors originating from francophone countries. This study discusses the exploration of the literary text of the francophones in teaching French as a foreign language in Indonesian context. The method used is the descriptive qualitative literature review approach. Data in the form of words, phrases, and sentences in French were collected from data sources, which consisted of French language teaching manuals and francophones novels. Data translated directly by researchers and validated by native French speakers. The data are then classified, interpreted, and reviewed according to the context. The results of this study indicate that: through reflection in a pedagogical framework, it can be agreed that the literary text of the francophones, like other literary texts from around the world, is fertile ground for building learners' intercultural competence. From the discussion, it is also known that the text of the francophones has been used in FLE learning in Indonesia although it is not yet optimal, because it is limited by the linguistic competence of the learner and has only been given to classes from middle to the upper level (between levels B1-B2). This study also proves that the literary text of the francophones can be attributed as a potential learning medium to be explored in the language class, but it requires certain competencies from the teacher, adequate preparation, and thorough execution.

Model pembelajaran pelafalan dengan metode verbo-tonal dalam pembelajaran bahasa Perancis

This research was conducted in the context of developing a learning model with the verbo-tonal method of phonetic correction in pronunciation learning for French language learning students at levels A1 and A2 CECRL (Cadre européen commun de référence pour les langues / The Common European Framework of Reference for Languages). This study aims to describe: (1) the steps of the learning model with the verbo-tonal method in learning French pronunciation for levels A1 and A2 CECRL (2) the flow of pronunciation learning for French learners for levels A1 and A2 CECRL by applying the verb method -tonal (3) the advantages and disadvantages of pronunciation learning models with the verbo tonal method. Researchers used a quantitative approach methodology with the Research Development (RD) method in developing a verbo-tonal method of phonetic correction. The population in this study were all the characteristics of the French Language Study Program students at FPBS UPI. While the sample in this study were all the characteristics that exist in French language learning students at the A1 and A2 CECRL levels in the French Language Education Study Program, FPBS UPI who were selected by purposive sampling technique.