Bulletin De L' Association Thaïlandaise Des Professeurs de Français

Orality and Enactive Pedagogy: An Antidote to the Dangers of Artificial Intelligence

Jean-Philippe Babu — 2026-06-25

In response to the transformations brought about by artificial intelligence in language teaching, this article advocates an enactive approach to orality in French as a Foreign Language as an antidote to the risks of disembodiment and cognitive proletarianization. Drawing on Varela’s theory of enaction and Masciotra’s PAS model — se disposer, se situer, se positionner, (se) réaliser — this article proposes to refocus language pedagogy on embodied and situated speech.

The article first outlines the foundations of enactive pedagogy, in which competence emerges from the dynamic interaction between the learner and their environment. It then develops a methodology of orality combining vocal work, structuring and expressive prosody, co-verbal gestures, multi-level oral scores, and rhythmic exercises. Artificial intelligence tools, such as automatic transcription and prosodic visualization, are repositioned as supports for observation rather than substitutes for learning.

From a pharmacological perspective inspired by Stiegler, the article analyzes the ambivalence of artificial intelligence: it acts as a poison when it short-circuits subjective appropriation, but as a remedy when it supports reflexivity. Grounded in classroom practice, this reflection seeks to foster autonomous speaking subjects rather than mere users of language technologies.

IOC Marketing Media Guide Paris 2024 : Discourse analysis

Natthaporn Kanjanapinyowong — 2026-06-25

The Olympic and Paralympic Games represent the world’s most significant sporting event, bringing together not only professional athletes but also other stakeholders of the Olympic Movement, with the aim of transmitting Olympic values globally. The International Olympic Committee (IOC), a non-profit organization responsible for organizing the Games, primarily relies on its marketing resources and The Olympic Partners (TOP) programme to ensure the smooth execution of its activities.

Through discourse and lexical analysis, this article examines the IOC’s document, IOC Marketing: Media Guide. Paris 2024, to understand (1) how the text fits the discursive universe in terms of genres and the “scene of enunciation” theory (Maingueneau, 1998) and (2) analyze the legitimization processes of partnerships with companies from diverse sectors of activity. The analytical results reveal that the IOC’s discourse is predominantly displayed within an institutional and formal “enclosing scene”, following the norms of an informative and explanatory “generic scene”, with the primary objective of providing useful information to media representatives. Nevertheless, the third section, "Olympic Partnerships," adheres more closely to an argumentative “generic scene”, relying on linguistics strategies of argumentation to justify the global companies’ involvement in the Olympic Games. Furthermore, the use of Iramuteq software reveals the vocabulary derived from this discourse and its relation in the “lexical world”. The analysis brings to light the diverse discursive strategies employed by the IOC and its global partner companies to legitimize their roles in the Olympic Games through their identification with Olympic values and social engagement.

The Competence in Intercultural Communication and Cultural Adaptation of Thai Students Having the Internship Program in France

Piyasuda Mawai — 2026-06-25

The objective of this study was to investigate competence in intercultural communication and the ability to adapt to a new culture among Thai students who participated in an internship program in France under the academic collaboration between the College of Liberal Arts, Rangsit University and two French institutions including la Maison de la Thaïlande and École Hotelière de Paris (Jean-Druant). This study employed a qualitative research approach using in-depth interviews and participation observation, with data triangulation to gather data from 23 key informants, categorized into three groups: 20 interns, two Thai supervisors, and one French supervisor. The research framework was based on theories of intercultural communication, culture shock, and cultural adaptation. The findings were presented in the form of analytical descriptions.

The results showed that factors influencing competence in intercultural communication included overseas experience, internship experience, field of study, language proficiency, prior knowledge of French daily life and culture, purposes of participating in the internship, and the level of pre-departure preparation. Regarding culture shock, it was found that each student experienced varying degrees of it. The factors contributing to these differences included the duration of the internship, the placement location, and most importantly, language proficiency and attitude. Students with strong language backgrounds, whether in English or French, as well as those with positive attitudes exhibited fewer physical and psychological symptoms of culture shock, leading to fewer difficulties in daily living and internship performance. In terms of cultural adaptation, students adjusted to the new culture at different rates, typically within two to four weeks. Such variations depended on individual backgrounds and attitudes. Among the 20 students interviewed, their cultural adaptation levels could be categorized into four groups, corresponding with the theories proposed by Black (1988) Bennett (1993) Earley and Peterson (2004) and Jia and Rutherford (2010), which were: 1) no adaptation group, 2) understanding group, 3) adjusting group, and 4) learning group. The results of this study reflect that, beyond language proficiency and knowledge of culture, which directly influence the intercultural communication competence, having positive attitudes and thorough preparation are also crucial factors that contribute to smoother adaptation and fewer difficulties during the internship. Most interns adapted well within a short period. After the internship, the students expressed satisfaction and a desire to return to live and work in France. Both students and internship supervisors strongly believed that internship experience would be beneficial for future careers. The results of this research can serve as a guideline for preparing individuals who plan to intern or work in France and can also be applied in curriculum design, training programs, and developmental activities aimed at enhancing personnel value for working in international contexts.

Pedagogical integration of ChatGPT in French as a foreign language: effects on digital-ethics knowledge and the evolution of learners’ ethical-use practices

Montiya Phoungsub — 2026-06-25

Generative artificial intelligence (GenAI) raises major challenges for learning, particularly in terms of critical thinking and digital ethics. This study examines its pedagogical integration in French as a foreign language to promote responsible use among students. Activities were designed to encourage active adaptation of generated content and to prevent passive use of GenAI tools such as ChatGPT. After a four-month course incorporating principles of digital ethics, students expressed an overall positive perception of ChatGPT while also identifying its benefits and associated risks. The results indicate a clear improvement in digital-ethics knowledge between November 2023 and June 2024. At the same time, a significant evolution in ethical practices was observed: students adjusted content, verified information, and adopted a more critical stance. Between June 2024 and June 2025, these ethical reflexes were maintained, suggesting lasting appropriation and sustained learning gains. These findings confirm the essential role of teachers in guiding and regulating GenAI use. They also highlight the need to integrate appropriate pedagogical strategies to fully harness the potential of this technology while limiting its possible misuses.

The Impact of Gamification Techniques on the Understanding of French Grammar among Thai University Students Majoring in French

Sunporn Eiammongkhonsakun — 2026-06-25

Learning French grammar poses significant challenges for Thai students, as the fundamental structural differences between Thai and French often make grammar learning process complex and discouraging. This study aimed to explore how Thai university students majoring in French experience and perceive the use of gamification techniques in grammar instruction, and to examine how these strategies influence their understanding and retention of grammatical rules. A qualitative approach was employed, with data collected through semi-structured interviews involving 30 Thai students from two universities in Bangkok. The data were analyzed using content and thematic analysis methods. The findings indicate that integrating game elements into instruction can substantially enhance students’ motivation, comprehension, and confidence. Game mechanics such as scoring systems and instant feedback were found to improve understanding and recall of grammatical concepts, while game dynamics—particularly collaboration and achievement—helped reduce anxiety and fostered a more engaging learning environment. Based on these findings, teachers are encouraged to design grammar activities with balanced difficulty, emphasize authentic applications of knowledge, and monitor learners’ individual progress. Future studies may extend this investigation to different age groups or academic disciplines to explore variations in learning engagement and outcomes across contexts.

Acoustic study of French liaison consonants produced by native French speakers

Sakson Promkesa — 2026-06-25

This study focuses on acoustic characteristics, particularly the duration of the preceding vowel (V1), the consonant (C), and the following vowel (V2), as well as the total duration of the consecutive sequence comprising preceding vowel (V1)+ consonant (C)+following vowel (V2) in contexts where a liaison consonant occurs (CL), (e.g., dernier oignon ‘the last onion’), compared with contexts where a consonant appears as a regular syllable onset (CI), (e.g., dernier rognon ‘the last kidney’). Data were collected from four French native speakers from both genders, aged 20–30, using audio recordings of target words embedded in sentences of similar length. The recordings were analyzed with Praat. The results indicate that the average duration of the preceding vowel (V1), the consonant (C) and the total V1+C+V2 sequence are significantly shorter in liaison consonant (CL) contexts than in regular onset consonant (CI) contexts. Moreover, each type of liaison consonant shows its own characteristic durational patterns. These findings show that liaison consonants differ from regular onset consonants, especially when considering the surrounding vowel segments.

Thai Cultural Transfer in Literary Translation: A Case Study of the French Translation of Le Bonheur de Kati

Arthit Wongsanga — 2026-06-25

This study examines the translation strategies used to render Thai cultural contexts in the French version of Le Bonheur de Kati, using the English relay translation as an additional reference point to trace cultural shifts in the French text. The findings show that the French translator employed eight of Mona Baker’s strategies for culture-specific items, supplemented by four hybrid variants. Footnotes feature prominently throughout — an approach that, while atypical in literary translation due to its disruption of narrative flow, is deemed appropriate for a young readership unfamiliar with Thai culture, allowing cultural context to be conveyed with greater clarity. This reflects the inherently bicultural nature of translation as described by Fortunato Israël, and underscores cultural distance as a key factor shaping the translator’s choices, always with the target readers’ linguistic and cultural frame of reference in mind.