Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China

Abstract

French has long been a widely embraced minority foreign language in China. However, French also faces a dilemma that there is a widespread concern over the decline of interest in learning foreign languages in current China. As a response to this ‘foreign language crisis’ in French education, this study investigates the psychological-cognitive perceptions of Chinese English-major students who are learning French as an er wai or second foreign language (L3). Focus is directed towards examining the stereotypical representations of France as the primary target language country. The students’ mental images of France were identified and assessed for favorability and prominence. It indicated that, though as L3, these learners’ mental representations of France appeared as rich and diversified, which were overwhelmingly positive. Images pertaining to geographical locations, landscape architecture, tourism resources were most frequent and prominent. The findings allowed for formulating a tentative proposition suggesting that the integrative orientation of these L3 learners significantly contributes to their study motivations. The findings suggested that students’ stereotypes about France can be utilized in the teaching curriculum to promote the course, increase learners’ interest, and enhance teaching quality. Pedagogical implications regarding the development of the cultural components and international influences of France are also discussed.