เทคนิคการอธิบายไวยากรณ์และคำศัพท์ในชั้นเรียนภาษาฝรั่งเศส: กรณีศึกษาชั้นเรียนภาษาฝรั่งเศส มหาวิทยาลัยบูรพา

Abstract

Classroom observation of French teaching and learning at Burapha University has revealed that while instructors focus mainly on explanation of content, the problem of not understanding still occurs with French kanguage students, which affects teaching quality. When students are unable to understand context, they are also unable to interact with the instructor and unable to correctly answer questions. In order to solve the problem of students' not understanding content, teachers must explain French grammer and a variety of vocabulary, for example, by translation into Thai, by metalinguistic techniques (language about language use), or by creating fictional situations in the classroom. it is noteworthy that the use of grammar and vocabulary explanatory methods has an unavoidable impact on the pedagogical process in the classroom. For example, it creates an atmosphese of interest, but on the other hand some techniques do not five students the opportunity to express themselves in the classroom, leading them to become excessively passive learners. Instructors therefore need to be very wary of the use of explanation of grammar and vocabulary in the classroom. Explanatory techniques must be flexible and have efficient pracyical application to the teaching and learning situations in the classroom. Instructors cannot use on method of grammer and vocabulary explanaton only in every learning context. While one explanation may be effective in one context, it may not be effective in another. Instructors therefore need a variety of explanatory techniques to achieve their stated teaching objectives. Effective instruction will not be achieved unless the problem of students' not understanding content is addressed.