Raising Learners' Interest through advertising

Raising learners’ interest through advertising:

Example of a sequence of lessons in a French L2 class

Géraldine Crahay

Introduction

How to raise non-language-expert students’ interest for

target language?• L2 Motivational System (Dörnyei 2009):

• Ideal L2 Self: speakers students would like to become• Ought-to L2 Self: attributes believed necessary to meet

expectations and avoid negative outcomes• L2 Learning Experience: motives relating to learning

environment and experience

• Develop students’ engagement (Waninge 2015) by raising their interest for cultural products associated with target language (Dörnyei 2009: 26)

• French advertisement promote products that convey fantasised cultural image associated with France

Why advertising?• Short but effective, entertaining messages:

“advertisements are carefully scripted for maximum comprehensibility, are often short and succinct, and use visually supported text, making them accessible to all levels of second language (L2) learners.” (Martin 2012: 162)

• Use of audio-visual media• Access to French culture: “The universe of reference for the

French consumers is all of France: its regions, its history, its art, its literature, the character of the people who live there and their mentality. French advertising continually makes reference to French culture rather than just simply to the product itself.” (Angelini and Federico 1998: 120; quoted by Martin 2012: 162)

• Symbolic associations between language of advertisements and French culture: elegance, style, beauty, attractiveness, etc. (Hornikx, Meurs and Starren 2007)

• Critical thinking

Students’profiles

• Credit-bearing module for non language-specialist students

• Post-GCSE students (A2 level)• Mostly female• Mostly first-year students• Coming from a wide range of disciplines• Generally not familiar with advertising

Students’ disciplines

4%7% 2%

2%2%

4%

2%2%

2%

11%

4%4%

2%

4%2%

2%

4%

9%

4%

4%

7%

7%4%

What do you study?

Liberal arts English literature

Russian culture History

Music Philosophy/theology

Classics Translation/interpreting

Linguistics International relations

Politics Economics

Finance Geography

Anthropology Education

Mathematics Engineering

Physics Chemistry

Natural sciences Biomedical sciences

No answer

Organisation of the class

• 3 contact hours a week: 2 seminars and 1 language lab + expected 6-7 hours a week of independent work

• Language labs: consolidate knowledge acquired during seminars and develop communication skills, notably by using new technologies

In preparation of the sequence

Vocabulary

Reception

4%

13%

42%

31%

9%

Vocabulary activities about advertising on Quizlet:

1 2 3

4 5 ø

Lab 1

Discussion on advertising(in French)

1. What are the goals of advertising?2. What are advertising executives’ techniques to influence

us?3. Which are the types of audience who are the most

influenced by advertising?4. Are you easily influenced by advertising?

Reception

11%

29%

42%

16%

2%

Introductory discussion about advertising:

1 2

3 4

5 ø

Outcomes of the discussion

Advertising• Aims at convincing consumers to buy a product• Uses different media and means provided by them to

reach that goal• Plays with audience’s emotions • Exaggerates

Slogans1. « Nous, c’est le goût. » (Quick, fast-food)2. « Parce que vous le valez bien. » (L’Oréal, cosmetics)3. « À fond la forme. » (Décathlon, sport items)4. « C’est si bon de faire un caprice. » (Caprice des dieux, cheese)5. « Faire du ciel le plus bel endroit de la terre. » (Air France,

airline company)6. « Déclarée source de jeunesse par votre corps. » (Évian,

mineral water) 7. « Il a Free, il a tout compris. » (Free, Internet provider) 8. « Twingo, à vous d’inventer la vie qui va avec. » (Renault, car

manufacturer)9. « Des pâtes, oui mais des Panzani ! » (Panzani, pasta)10. « Les prix bas, la confiance en plus ! » (Carrefour,

supermarket)

Reception

7%

33%

33%

22%

4%

Activities about slogans:

1 2 3

4 5 ø

Comparative and superlative

1. Les plus bas prix! (Tati)

2. C’est plus fort que toi. (Sega)

3. C’est ceux qui en parlent le moins qui en mangent le plus. (McCain)

4. Le meilleur du numérique. (Canalsat)

5. Le lave-linge dure plus longtemps avec Calgon. (Calgon)

6. Faire du ciel le plus bel endroit de la terre. (Air France)

7. Le pays où la vie est moins chère. (Conforama)

8. La plus chaude des boissons froides. (Gini)

9. Y a (=Il n’y a) pas plus fort. (Vigor)

10. Les beaux endroits font les plus belles histoires. (Adapted from Belambra)

Reception

4%9%

40%

42%

4%

Grammar exercises on comparative and superlative:

1 2

3 4

5 ø

Lab 2

Individual presentation of a French ad

• Speak for 2-3 minutes • Explain what made the ad interesting/funny/moving/

shocking• (Determine some persuasion techniques)• Limited feedback

Reception

4%

9%

42%

40%

4%

Individual presentation of a French ad:

1 2 3

4 5 ø

Analysis of advertising textsObjectif Nature, L’OréalEnivrante et délicieuse, l’Eau de Vanille Objectif Naturel aux notes gourmandes et aux essences mystérieuses séduit par son sillage sensuel en révélant votre charme naturel.

Floride, RenaultLes vacances comptent double en Floride. Une fois décapotée, tout vous appartient: le soleil, l’air pur, le ciel, tout le paysage. De la grand-route où son moteur Gordini fait merveille, au petit sentier où sa suspension « aérostable » se rit des ornières, la Floride est un enchantement. Spacieuse, avec ses deux fauteuils avant, sa large banquette arrière et son coffre accueillant. Sobre, très confortable et si prévenante (allume-cigares, poches aumônières, pare-soleil, etc.), la Floride vous offre encore une palette de six tons lumineux et… un toit amovible pour les jours gris. Allez la voir, et mieux… faites un essai « gratuit »: c’est une révélation!

Reception

4%

9%

20%

49%

16%

2%

Analysis of advertising texts (L’Oréal and Renault) :

1 2 3

4 5 ø

Lab 3

The target audience

• In your opinion, which are the characteristics of advertisements that target: o Teenage boys?o Teenage girls?oWorking women between age 25 and 40?oWorking men between age 25 and 40?

• Which products do these ads typically promote?• Give some examples.

Bourjois

Reception

2%

4%

36%

42%

13%

2%

Discussion on target audience:

1 2 3

4 5 ø

Group presentation of a French commercial spot

• Choose a commercial spot from one of these French brands: Quick; L’Oréal; Décathlon; Caprice des dieux; Air France; Évian; Free; Renault; Panzani; Carrefour.

• Explain the reasons why you chose this spot.• Identify the target audience. • Identify the means used to seduce this audience.

Reception

11%

24%

40%

16%

9%

Group work: analysis of a French ad:

1 2 3

4 5 ø

Lab 4

Listening comprehension: How advertising manipulates your mind

1. What is the purpose of TV programmes according to Patrick Le Lay, the CEO of TF1? Give as many details as possible.

2. What is the main media used for associative conditioning?

3. How does the associative conditioning work? Explain the experiment that was carried out.

True or false?

1. Stupid ads don’t work.2. Patrick Le Lay is the CEO of Coca-Cola France.3. « Perméabiliser le cerveau humain » means giving the

possibility to memorise easily the products promoted by the commercial spots.

4. 223 volunteers took part to the experiment of associative conditioning. ont participé à l’étude sur le conditionnement associatif.

5. Volunteers had to choose between a blue pen and a green pen.

6. The blue pen was associated with catchy music. 7. The blue pen was volunteers’ favourite pen.

Reception

2%

13%

42%

38%

4%

Listening comprehension; “Comment la publicité manipule vos esprits”:

1 2 3

4 5 ø

Imperative1. (faire, 2e p pl) du ciel le plus bel endroit de la terre. (Adapted from Air France)2. (vivre, 1e p pl) curieux. (Arte)3. (penser, 2e p sg) différent. (Translated from Apple)4. (se lever, 2e p sg) pour Danette. (Adapted from Danette by Danone)5. Si vous ne pouvez pas l’acheter, (le voler, 2e p pl). (Hara-kiri)6. (faire, 2e p sg) une pause, (prendre, 2e p sg) un Kit-Kat. (Translated from Kit-Kat)7. (demander, 2e p pl) plus à votre argent. (LCL)8. (être, 1e p pl) tous unis contre la vie chère. (Adapted from Intermarché)9. (avoir, 2e p sg) le goût des choses simples. (Adapted from Herta)10. (ouvrir, 2e p sg) ton monde. (Translated from Heineken)11. (sentir, 2e p pl) la différence. (Translated from Ford)12. (faire, 1e p pl) connaissance. (France 5)13. (boire, 2e p pl) la plus chaude des boissons froides. (Adapted from Gini)14. (ne pas envisager, 2e p sg) un repas sans Badoit. (Adapted from Badoit)15. (être, 2e p pl) mieux chaque jour. (Adapted from Danone)

Reception

4%

16%

31%

40%

9%

Grammar exercise on the imperative:

1 2

3 4

5 ø

Bizarre inventions: writing exercise

• Chindōgu is the Japanese art of inventing surprising objects.

• The website Topito lists 32 useless but very funny Japanese inventions: http://www.topito.com/top-inventions-chindogu-gadget-inutile

• In groups of 3, choose one of the inventions listed Topito:• Invent an advertising slogan for your product.• Write a short text (100 words) that promotes your

product.• Use at least: 1) one verb at the imperative or the

subjunctive; 2) one comparative or one superlative.

• The umbrella-shoes • The wallet-tie

Reception

2%

9%

20%

38%

22%

9%

Group work: writing a short advertising text (chindōgu):

1 2 3

4 5 ø

Students’ reception

Overall evaluation

84%

7%

9%

Would do like to have more activities like this in the future?

YES NO

ø

Competences

Lexical competence Grammar competence

2%

29%

51%

16%

2%

1 2

3 4

5 ø

13%

31%51%

4%

1

2

3

4

5

ø

Listening skills Reading skills

9%

31%

36%

24%1

2

3

4

5

ø

4%

20%

56%

20%

1

2

3

4

5

ø

Speaking skills Writing skills

2%

44%

33%

18%

2%

1

2

3

4

5

ø

7%

44%40%

7%

2%

1

2

3

4

5

ø

Co-operation and team work Critical thinking

4%

33%

47%

13%

2%

1

2

3

4

5

ø

27%

31%

31%

9%

2%

1

2

3

4

5

ø

Variety and interaction

• Variety: “I think the language labs are a good combination of grammar, listening and speaking exercises.”

• “Develops a broad range of skills in an interesting manner – more likely to retain information.”

• Fun/interaction: “The team work makes these activities more fun and provides with occasions in which to exchange knowledge and ideas.”

• “They are more engaging than simple exercises.”

Vocabulary and grammar

• Grammar: “I found learning grammar and putting it into context useful.”

• “I really like online grammar exercises. They are really useful to use when practicing.”

• “I found learning about advertising useful in terms of going over the grammar points we covered in seminars A and B.”

• Vocab: “I liked learning some technical French vocabulary.”

• “Concentrating on one area of vocab means that it was possible to use it in a range of ways.”

• “I find learning vocab on one subject useful.”

Speaking and group work

• Speaking: “It increases my confidence when speaking.”• “Presentations were particularly useful for helping

develop speaking skills.” • Group work: “It helps us to speak without barriers; it’s

always good to know each other.”• “Group discussions and presentations are a good

challenge.”

Negative points

• Too much or too little types of exercises• “Sometimes when the whole session is only formed by

student presentations, it seems a little bit boring and slow.”

• “Sometimes the groups are too big for the activities making them too short. Especially in the last one about writing a hundred words, but generally I liked the lab activities.”

• “All the group works are at the last two weeks of term with little time for preparation, a little bit rushed.”

• “Maybe more individual work rather than so many group presentations.”

Conclusion• It works• Keep the variety of activities• Do more grammar in context• Spread these activities and not dedicate a whole lab on

advertising• More time dedicated to group work and individual work• Create different sequence of topics

Bibliography

Primary sources• “10 slogans qui ont marqué l’histoire de la publicité”:

http://iletaitunepub.fr/blog/2014/06/14/10-slogans-marque-lhistoire-publicite (accessed 09/12/16)

• “100 slogans publicitaires qui ont eu un fort impact”: http://www.veazio.com/marketing/100-slogans-publicitaires-fort-impact/ (accessed 09/12/16)

• Bourjois commercial spot: https://www.youtube.com/watch?v=E6251CDie14&feature=youtu.be (accessed 09/12/16)

• “Comment la publicité manipule vos esprits : 5 techniques auxquelles vous n’auriez jamais pensé ” https://www.apprendre-a-manipuler.com/medias/comment-la-publicite-manipulent-vos-esprits-5-techniques-auxquelles-vous-nauriez-jamais-pense.html (accessed 09/12/16)

• Desclaux, Adèle: https://adeledesclaux.wordpress.com (accessed 09/12/16)

• Dispa, Marie-Françoise, “Alimentation : Plus influençables qu’on ne le croit”, Bodytalk: Pour une vie saine (June 2014), pp. 44‒45

• Girardet, J., and J. Pécheur, Écho A2: Méthode de français (Paris: CLE International/Sejer, 2010), pp. 126‒28

• Quizlet website: https://quizlet.com/geraldinecrahay/folders/la-publicite

• “Renault Floride & Caravelle: Publicités presse (début des années 60)”: http://www.auto-pub.net/page_Renault_Floride_pub.htm (accessed 09/12/16)

• “Top 32 des inventions japonaises inutiles mais géniales: L’art du Chindogu”: http://www.topito.com/top-inventions-chindogu-gadget-inutile (accessed 09/12/16)

Secondary sources• Dörnyei, Zoltán, “The L2 Motivational System”, Motivation,

Language Identity and the L2 Self, ed. Zoltán Dörnyei and Ema Ushioda (Bristol, Buffalo and Toronto: Multilingual Matters, SLA, 2009), pp. 9‒42

• Hornikx, Jos, Frank van Meurs & Marianne Starren, “An Empirical Study of Readers' Associations with Multilingual Advertising: The Case of French, German and Spanish in Dutch Advertising”, Journal of Multilingual and Multicultural Development, 28:3 (2007), 204‒19, DOI: 10.2167/jmmd482.0

• Horsfall, Philip, Advanced French Vocabulary, 2nd ed. (Cheltenham: Nelson Thornes, 2001)

• Martin, Elizabeth, “Using Advertising to Explore French Language and Culture in the Classroom”, Global Business Languages, 17:1 (2012), 161‒70

• Waninge, Frea, “Motivation, Emotion and Cognition: Attractor States in the Classroom”, Motivational Dynamics in Language Learning, ed. Zoltán Dörnyei, Peter D. MacIntyre and Alastair Henry (Bristol, Buffalo and Toronto: Multilingual Matters, SLA, 2015), pp. 195‒213