Auteur / Autrice : | Shuying Zhang-Marcot |
Direction : | Marie-Françoise Narcy-Combes, Christine Cuet |
Type : | Thèse de doctorat |
Discipline(s) : | Didactique des langues étrangères |
Date : | Soutenance en 2014 |
Etablissement(s) : | Nantes |
Ecole(s) doctorale(s) : | École doctorale Sociétés, Cultures, Echanges (SCE) (Angers) |
Mots clés
Mots clés contrôlés
Résumé
Chinese students often face many difficulties during their stay in France. This doctoral thesis analyzes these difficulties in terms of the identity representations which emerge during their learning of French and through intercultural communication. The challenge is to study these representations prioritising a comparative approach to understand the linguistic and cultural differences between Chinese and French students. Methodologically, this thesis is based on a qualitative approach. The corpus is composed of semi-structured interviews and written productions of French and Chinese students. The analysis of the linguistic errors reveals several types of errors due to the transfer of languages. During the French learning process, despite the very positive evaluations of the learning environment in France, students sometimes feel lost when faced with French pedagogical practices. This is explained by the lack of methodological or psychological preparation, or by the fear of being rejected by their community. Regarding intercultural communication, the confrontation of opinions shows that Chinese and French students don’t have the same model of social interaction which leads to misunderstandings and even conflicts when they seek to establish relationships. Ultimately, this research is a contribution to the awareness concerning the role of identity characteristics of students, a better understanding of others in intercultural contexts, and some opportunities to improve pedagogical methods for teachers.