Abstract:
The research conducted in teaching French as a foreign language, focuses mainly on the impact and potential contributions of software PowerPoint presentation in support of receiving a lecture disciplinary L2. The theoretical framework defines the process of listening to lectures and the impact of PowerPoint on listening comprehension. We relied primarily on the cone of Dale (1969), the dual coding theory of Paivio (1986) as well as multimedia learning from Mayer (2001). Two groups of students enrolled in core curriculum natural science at the University of Mascara participated in this experimental research. The control group (G1) attended a lecture in plant biology dealing with the angiosperms, in which the teacher of the subject launched his oral discourse without resorting to other teaching tools. While the experimental group (G2) received, in addition to the lecture that matched that of the control group (G1) in terms of structural and semantic content, a version of PowerPoint content of the lesson presented. Both groups then underwent an evaluation form of multiple-choice test to measure their understanding of the course. We then conducted a qualitative and quantitative comparison of results obtained in both groups. The aim of this work is to scientifically measure the impact of PowerPoint on receipt of oral lecture disciplinary problems among students vis-à-vis the French language.
