COMMUNICATION IN FRENCH FOREIGN LANGUAGE LEARNING BY IMPLEMENTING THE ASPECTS OF INTERCULTURALITY COMMUNICATION IN FRENCH FOREIGN LANGUAGE LEARNING BY IMPLEMENTING THE ASPECTS OF INTERCULTURALITY

from the performer Salif Keita. The song considered a hymn to love for peace and tolerance is part of the album bearing the same name of Salif Keïta released on November 16, 2009 at Emarcy. In 2010, the album whose song is dedicated to the evocation in Africa of its albino condition was rewarded with a Victory of the music during the ceremony of the Victories of the music 2010 in the category “Album of world music of the Year “. The teacher prepared a work with the words of the song adapted for teaching purposes. By means of a sheet, the pupils had to identify the missing words while reflecting on their understanding of the words of the song.. The teacher then prepared a list of questions concerning racism in Africa and in general. According to the didactic intervention and the analyses of the course, it is obvious that this ambitious objective was not reached during the course. And that is the This research paper examines the case study and the weak sides of the implementation of intercultural education in a FLT class, and then examines how such teaching could be effective. The didactic intervention through which the native teacher was reflexive was done in two stages in order to recover all the didactic aspects necessary for a successful implementation in the future.


Introduction
In this paper, we deal with teaching French by the aid of selected aspects of interculturality, promoting intercultural approach in multicultural foreign language education. In the European Centre for Modern Languages in Graz (Institution of the Council of Europe), the intercultural approach belongs among pluralistic approaches and is described in the FREPA -Framework of reference for Pluralistic Approaches [1,2]. During the research phase, we proceeded by means of the content qualitative preanalysis and by the aid of the indirect observation (video records and analysis of students and teacher's talk observation sheet. Pluralistic approaches to teaching languages and cultures are new didactic trends in language policy. The general aim of the pluralistic approaches implemented into the school subjects is to create and develop language and cultural consciousness in order to construct and enrich self -plurilingual intercultural competence. Students need to communicate [3,4], to live and to socialise in multicultural and multilingual contexts [5,6]. Within the learning process, learners are to develop their plurilingual and pluricultural knowledge, skills and attitudes through designed pluralistic approaches described in the mentioned document. Globalization and integration process opens new opportunities, types and forms of communication, the existence of which is impossible without mutual understanding between different cultures [7]. Global changes in the information, communication, professional and other spheres have determined qualitatively new areas of the education system [8].
This paper examines the disadvantages, risks and weak sides of the implementation of intercultural education in a FLT class, and then examines how such teaching could be effective. The didactic intervention through which the native teacher was reflexive [9] was done in two stages in order to recover all the didactic aspects necessary for a successful implementation in the future. For the similar methodology procedures or teaching theories see as well [10 -22].

Research procedure
Initially, the native teacher EVG prepared an interesting course on the subject of discrimination. The chosen song with which he planned to work is called "The Difference" from the performer Salif Keita. The song considered a hymn to love for peace and tolerance is part of the album bearing the same name of Salif Keïta released on November 16, 2009 at Emarcy. In 2010, the album whose song is dedicated to the evocation in Africa of its albino condition was rewarded with a Victory of the music during the ceremony of the Victories of the music 2010 in the category "Album of world music of the Year ". The teacher prepared a work with the words of the song adapted for teaching purposes. By means of a sheet, the pupils had to identify the missing words while reflecting on their understanding of the words of the song.. The teacher then prepared a list of questions concerning racism in Africa and in general. According to the didactic intervention and the analyses of the course, it is obvious that this ambitious objective was not reached during the course. And that is the

Research methods
To verify the effectiveness, we used qualitative content analysis method as well as indirect observation method (video analysis) as well as a quantitative method for counting teacher's talk and students' talk.

Qualitative content pre -analysis of the lesson objectives by means of the descriptors FREPA 1
These FREPA descriptors were assigned to evaluate the class and lesson objectives: Knowledge: K 2.6 Has knowledge about historical facts (linked to relations between nations or people, resettlements of people) which have influenced or do influence the appearance or development of certain languages K 4.3 Possesses knowledge about the history of languages (e.g. the origin of some languages, some lexical and phonological evolutions, etc.) K 6.7 Knows that words may be constructed differently in different languages K 8.6 Knows that each culture determines or organises at least partly the perception of the world or way of thinking of its members K 8.6.1 Knows that facts, behaviours or speech may be perceived or understood differently by members of different cultures K 8.6.2 Is familiar with some schemes of interpretation specific to certain cultures as far as knowledge of the world is concerned (e.g. numbering, methods of measurement, ways of telling time, etc.) K 8.7 Knows that cultures influence behaviours, social practices or personal evaluations (of oneself or of others) K 8.7.1 Is familiar with some social practices or customs from different cultures • the class is effective if Tt < St • the class is a little effective or not effective if Tt ≥ St. The Tt is the teacher's talk (speech of professor) and the St is the student's talk or students' talk. Thus it is possible to summarize all the statements of the teacher, all the statements of a chosen student, but also all the statements of all the students together. We sum up a total number of seconds of talk (see Table  1).
To count the teacher's talk and the students' talk in minutes (30 minutes of class), this means that: • the class is not effective if Tt ≥ 15 minutes (a half of class) • the class is a little effective if Tt = 8 up to 15 minutes • the class is effective if Tt ≤ 8 minutes.

Research results
The very first results during the research procedure occurred when measuring the time of students' individual talk and the talk of the teacher. The total students' talk was 11 minutes 49 seconds which was counted on the base of summarizing partial -individual students' talk. The teacher's talk was higher than students' talk. The following graph was made up from the measured values.

The graph on the proportion of talks
Total minutes of the Educational Discourse Tt versus total minutes activities and student talk St is shown in Figure 1.
The class was a little effective. The graph of the timing of student activities and talk during the class shows in Figure 2.
Five students performed weakly and the last 5 ones were even weaker. It is assumed that the activity develops several sub -competencies of the intercultural plurilingual competence described in the Framework of reference for pluralistic approaches document. It is up to the teacher to conduct his course in order to develop the listed knowledge, attitudes, and skills.

Analysis of the filmed class sequences
The effectiveness of the FLT class and of the students' performance (communication) centred on the implementation of intercultural aspects into the FLT class (by the aid of the concept called discrimination) was counted by the equation: ΣTt : ΣSt The following abbreviations were used: • teacher (native speaker -French): EVG • Slovak teacher (observer): EJS • student/s: El/s. It means that   The teacher only explains two grammatical rules which third grade students already tackled during their first -year courses. These explanations are very undeveloped and do not serve to encourage students to work deeper. The teacher could have prepared a series of exercises or activities in order to satisfy the linguistic or communication need of the students. No work has been done there.
Concerning the oral production or expression of opinions by the students or the taking of the position vis -a -vis racism, we find in the class one sentence expressed and repeated by two students.

Video Excerpt 4 :
« Ce n'est pas bien. » (lines 120, 121 of Indirect observation sheet) The majority of the class had problems with the song comprehension. This was true in relation to the theme and in relation to the change of the codes (French and Banbarras) without knowing what the albino means. A large part of the class, students read the same text by stopping a few parts to illuminate the spelling. The activities of the students during the FFT intercultural class entitled "Discrimination" consist of reading the song, passively listening to the song and repeating the prayer at the beginning of the course (Catholic High School). This leads to the conclusion that students have not been exposed to a productive language activity. Most of the students did not understand the tasks of the course.
In summary, according to the mathematical analyses of the total pedagogical discourse and the totality of the students' talk

Discussion and conclusions
As first, the teacher's techniques were observed. EVG prepared a beautiful song that deals with an important phenomenon but little known in the country of Slovakia: the Albino theme in Africa. The teacher could have first presented the theme or done an icebreaker activity related to racism. The song, itself very important for the theme of racism, did not meet with the understanding among the young Slovak public on any leveleducational, cultural or linguistic one. The teacher could have distributed a support material to each student in the class in order to facilitate the listening activity as the class lasted only 30 minutes. The song lasted itself about 5 minutes (that is a fifth of the course to pass the song) is considered as not much effective. Similarly, the fact that at the end, the song followed in a completely unknown language did not increase the students' interest or motivation.
In terms of lesson management, the teacher asks the students if they hear well. He acts in this way during the listening phase and so disturbs them during their comprehension activity. He then moves the computer and places it in front of the first student sitting in the first row. Loud sound was only available for students in the first row and the second row, the others were without the possibility to listen to the song properly. As a consequence, they talked.
Two other listening exercises that the teacher develops prove to be little effective. He only passes them halfway because he sees that the class would soon finish. During the post -listening activity, he discovers that most of the students did not fill in the blanks in the material distributed by the teacher. The teacher avoids these students and stops at the student who filled an item in a wrong way saying: interkulturnej komunikativnej kompetencie ako sucasti aktualnej koncepcie vyucby cieoovych jazykov v sucinnosti so Spolocnym europskym referencnym ramcom pre jazyky: ucenie, vyucovanie, hodnotenie", and the partial result of the international culturaleducational project Enseignement du francais dans le contexte linguolittéraire financed by University Ageny for Francophony, 2017. and students' activities and according to the qualitative analyses of these discourses, we sum up that the class was ineffective.