Analyse de lâ€™efficacitÃ© des pratiques pÃ©dagogiques du franÃ§ais sur objectifs spÃ©cifiques: Cas de la FacultÃ© de SantÃ© Publique â€“ Liban
Authors: Badr Maha 
Published: December 2020

Il sâ€™agit, dans le prÃ©sent article, dâ€™examiner sur un terrain spÃ©cifique, celui de la FacultÃ© de SantÃ© Publique (Liban), lâ€™efficacitÃ© dâ€™une formation ayant pour but lâ€™enseignement du franÃ§ais comme langue Ã©trangÃ¨re. Lâ€™Ã©tude vise surtout lâ€™examen du terrain Ã partir, dâ€™une sÃ©rie dâ€™enquÃªtes ou de grilles dâ€™Ã©valuation, en premier, et de lâ€™analyse des rÃ©sultats, en second, afin de juger la pertinence voire lâ€™efficacitÃ© de lâ€™apprentissage. A cet Ã©gard, lâ€™Ã©tude tente de prendre en considÃ©ration les indicateurs servant Ã Ã©valuer la rÃ©ussite des apprenants ; son objectif est de soulever la part de responsabilitÃ© de la formation dans les rÃ©sultats observÃ©s par ces mÃªmes indicateurs. Le modÃ¨le dâ€™Ã©valuation suivi a Ã©tÃ© conÃ§u par Donald Kirkpatrick (1959) depuis la fin des annÃ©es 50. Il est essentiellement basÃ© sur quatre niveaux : lâ€™Ã©valuation des rÃ©actions, des apprentissages, du transfert et des rÃ©sultats. Lâ€™Ã©valuation des rÃ©actions consiste Ã dÃ©tecter le degrÃ© de satisfaction des participants Ã partir dâ€™un questionnaire dâ€™Ã©valuation. Dans une deuxiÃ¨me Ã©tape, il sâ€™agit de mesurer lâ€™apprentissage quant aux compÃ©tences et aux connaissances. La mise en Å“uvre effective des compÃ©tences nouvellement acquises ne serait pas mesurable dans lâ€™immÃ©diat ou Ã lâ€™issue de la formation car elles dÃ©pendent de lâ€™insertion dans le milieu professionnel. Les rÃ©sultats obtenus dans les diffÃ©rents tests sont des indicateurs quantitatifs quant Ã lâ€™Ã©volution Â« linguistique Â» des apprenants. En dernier, un ensemble de suggestions sont prÃ©sentÃ©es : au-delÃ des connaissances linguistiques, elles peuvent conduire Ã un apprentissage en autonomie et Ã une acquisition des compÃ©tences professionnelles durables ; ce qui donne Ã lâ€™apprenant la chance de sâ€™insÃ©rer dans le monde professionnel et de pouvoir sâ€™adapter aux diffÃ©rentes Ã©volutions des organisations.
This article aims to examine the effectiveness of teaching French as a foreign language via workshops. The study was conducted in the Faculty of Public Health (Lebanon). The study collected data with a series of surveys and rubrics. It analyzed the results and then judged the relevance or even the effectiveness of the learning experience. The study attempted to take into account the indicators used to assess the success of learners; its objective is to highlight the effectiveness of the extra workshop. The evaluation model used was designed by Donald Kirkpatrick in late 1950s. It is essentially based on four levels: evaluation of reactions, learning, transfer and results. The evaluation of reactions consists of detecting the degree of satisfaction of the participants from an evaluation questionnaire. The second step is to measure learning in terms of skills and knowledge. The effective â€œtransferâ€ of the newly acquired skills cannot be measured immediately nor after the end of the training because it requires effective integration into the professional environment. The results obtained in the various tests are considered as quantitative indicators of the "linguistic" development of learners. Finally, a set of suggestions are presented that can lead to independent learning and the acquisition of sustainable professional skills. These qualifications provide the learner a better chance of integrating into the professional world and adapting to evolutional organizational changes.