The Use of Video in Teaching and Learning Spoken French in the ICCPPLP Program at the Higher Normal School, University of Antananarivo

Multilingualism, Education

The article seeks to examine the impact of using authentic video materials in the teaching and learning of spoken French as a Foreign Language (FLE). The theoretical and methodological frameworks, together with the strategies and pedagogical implications of employing video as an authentic resource, as well as the analysis of quantitative and qualitative data collected during the experimentation, constitute the foundation of this study. Learners display a spontaneous and intensive use of information and communication technologies (ICTs) (Béliste, 2010). Consequently, teaching methods and instructional designs must adapt to this evolving digital environment (Fourgous, 2012). The teaching of FLE is not exempt from this challenge. At the Higher Normal School (ENS), most students experience difficulties in oral communication, often resulting in decreased motivation. The objective of this study is to enhance the oral proficiency of students enrolled in the ICCPPLP program. The research problem questions the effectiveness of video as a motivational tool and as a means to revitalize the teaching of spoken French. It is hypothesized that video, through the integration of moving images and sound, stimulates oral expression, strengthens speaking skills, and illustrates the cultural, civilizational, historical, and linguistic dimensions of the target language.

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