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

  • Shereen Kakish University of Jordan
  • Reem Madanat University of Jordan
  • Mousa Awwad University of Jordan
Keywords: foreign language learning, French, Arabic speakers, technology, teaching French as Foreign language, Affective approach


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.


Download data is not yet available.

Author Biographies

Shereen Kakish, University of Jordan

Shereen Kakish is an Associate Professor at the University of Jordan. She teaches French literature in the French Department at the Faculty of Foreign Languages since 2010. She is specialized in French literature of the twenty-first century. She completed her Ph.D. at Laval University – Canada. Her research fields include theanalysis of literary texts from different eras, theories of reading and fiction, narratology, characters-narrators in contemporary novels, history of French and Quebec literature and history of the French language. She has published so many articles in the field of contemporary French and francophone literature. Her current projects and articles focus on the “translation of literature.”

She can be reached at: s_kakish@ju.edu.jo

Reem Madanat, University of Jordan

Reem Madanat is a lecturer at the University of Jordan. She teaches French in the French department at the Faculty of Foreign Languages since 2005. She has taught different compulsory courses of the first and second year as well as some obligatory and optional courses from the third and fourth year during her work. She is specialized in the translation of the political terminology in the general and the specialized dictionaries. She completed her master degree at the University of Lyon II with a thesis entitled “La Terminologie Politique en langue et en discours.” Her research field also includes a comparative study of the technical terms and their translation in different dictionaries as well as various speeches and contexts. Her current project focuses on different phenomena in the linguistic studies.

She can be reached at: r.madanat@ju.edu.jo

Mousa Awwad, University of Jordan

Mousa Awwad is an assistant professor at the University of Jordan. He teaches French Language and French linguistics in the French department at the Faculty of Foreign Languages since 2018. He is specializied in lexicology and syntax. His fields of research are related to the lexical borrowing, lexical borrowing theories, neologism, language contact and syntax theories. He completed his Ph.D at Lyon 2 University – France with a thesis entitled: La confrontation au système de la langue française des emprunts lexicaux à l’arabe dans le domaine de la finance islamique : étude graphique, morphosyntaxique, morpholexicale, sémantique et syntaxique.

He can be reached at: mousa.awwad@ju.edu.jo


Arnold, Jane. 2006. “Comment les facteurs affectifs influencent-ils l’apprentissage d’une langue étrangère ?”Ela. Études de linguistique appliquée144:407-425.

Clément, Richard, Zoltán Dörnyei et Kimberly Noels. 1994. “Motivation, self-confidence and group cohesion in the foreign language classroom”. Language Learning 44: 417-448.

Conseil de l’Europe (2000). Cadre européen commun de référence pour les langues. Apprendre. Enseigner. Evaluer. Strasbourg/Paris : Conseil de l’Europe/ Didier.

Dörnyei, Zoltán et Kata Csizér.1998. “Ten commandments for motivating language learners : Results of an empirical study. Language Teaching Research2: 203-229.

Ellis, Kathleen. 2000. “Perceived teacher confirmation. The development and validation of an instrument and two studies of the relationship to cognitive and affective learning”. Human Communication Research 26: 264-291.

Équipe d’animation Profweb (2014). “Avantages et défis du passage à la classe hybride”.Publié le 9 juin 2014 | Multidisciplinaire sur Profweb. En ligne : [http://www.profweb.ca/]. Site consulté le 20 janvier 2019.

Lochard, Jean.1995. La formation à distance ou la liberté d’apprendre. Paris : les Éditions d’organisation.

McCroskey, James and Virginia Richmond.1990. “Willingness to communicate: A cognitive view”. Journal of Social Behavior and Personality5/2: 19-37.

Nizet, Isabelle, 2015.“La classe inversée : que peut-elle apporter aux enseignants ?”https://www.reseau-canope.fr/agence-des-usages/la-classe-inversee-que-peut-elle-apporter-aux-enseignants.html]. Date de publication : 11/02/2015. Site consulté le 22 janvier 2019.

Puren, Christian. 1988. Histoire des méthodologies d’enseignement des langues vivantes. Paris : Nathan-CLE international.

Rodriguez, José, Timothy Plax et Patricia P. Kearney. 1996. “Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning : affective learning as the central causal mediator”. Communication Education 45: 294-305.

Seara, Ana Rodríguez. 2001. “L’évolution des méthodologies dans l’enseignement du français langue étrangère depuis la méthodologie traditionnelle jusqu’à nos jours”.Cuadernos del Marqués de San Adrián: revista de humanidades1:139-161.

Stevick, Earl. 1980. Teaching Languages: A Way and Ways. Rowley, MA : Newbury House.

Ouvrages et sites web mentionnés et consultés :

Bergman, Jonathan et Aaron Sams. 2014. La Classe inversée.

Repentigny (Québec) : Les éditions Reynald Goulet.

Fulton, Kathleen. 2012. “10 reasons to flip”. Phi Delta Kappan 94/2: 20-24.

Glynn, James. 2013. “The effects of a flipped classroom on achievement and student attitudes in secondary chemistry.” Montana State University.