Enjeux de l’enseignement du français aux arabophones : le cas de l’Université de Jordanie à Amman

Abstract

This study examines the teaching of French to Jordanian Arabic-speaking people at the French department in the University of Jordan in Amman. The new technological tools used recently in the department offer promising perspectives and they prepare the department to offer some better targeted courses for French language students in Jordan. These innovating practices of teaching included in the project of the University of Jordan are dedicated to cultural and international openness. Still, assessing the needs of learners in academia is difficult to establish and to be clearly expressed once and for all. The questions that arise in this context are: Does technology limit the teacher’s role in the classroom? And how do affective factors influence the learning of a foreign language in the presence of technological tools and hybrid and distance learning? How to create with these new tools classes designed to arouse in the Arabic-speaking student a certain behaviour or activity? It is in this sense that we speak in general pedagogy of active methods, which designate all that a teacher can do to create and maintain in his students the maximum of interest and participation in class. Thus, this study will show that in the background, despite all the technological development in the field of language pedagogy, the affective dimension and the communicative approach must necessarily be added to the teaching materials of the teacher to make it more effective for language acquisition of the learner of French, especially the Arab native student. The teacher plays an essential emotional and human role in this learning process, whatever the teaching approach or tool used.