Treffer: Intercultural Cooperative Learning as a Pedagogical Approach for Teaching French as a Foreign Language: Perceptions of Non-Francophone Students in Light of Statistical Implicative Analysis ; Apprentissage coopératif interculturel comme approche pédagogique pour l’enseignement du FLE : Perceptions des étudiants non francophones à la lumière de l’Analyse Statistique Implicative

International audience ; Thanks to its enchanting language, culture, history, and literature, France has become the sixth most popular host country for international students. With the development of globalization, two issues have gained increasing attention: cooperation and interculturality. Since the 1970s, numerous western studies have focused on cooperative learning across all educational cycles. This pedagogical method proves particularly suitable for learners, as it emphasizes the role of student cooperation in achieving a common goal (Baudrit, 2005; Defays, 2018).In recent years, particularly in Canada, researchers have explored the issues of alterity and interculturality in foreign language courses and have also examined the behaviors of non-native speakers and second language learners within CLIL (Content and Language Integrated Learning) classrooms (Apostolo, 2019; Bolatyn et al., 2019).This paper presents an analysis of the perceptions of international students, as well as adults learning in groups with peers from diverse cultural backgrounds, regarding a pedagogical approach based on cooperative learning within an intercultural group. Such learning groups reflect not only language and culture, or the relationship between language and interpersonal dynamics, but also the connection between an individual's sense of belonging and the alterity encountered during the cooperation process (Beacco, 2018). Thus, this study focuses on the following research question: What factors influence students' perceptions of the intercultural cooperative learning pedagogical approach?Within the methodological framework of ASI, this study relies on quantitative and qualitative analyses of data collected through a questionnaire translated in French, English, and Chinese, supplemented by interviews and classroom observations. The questionnaire was designed in both printed and digital formats (using Lime Survey) and distributed to a sample of international students. 417 individuals responded, with 293 providing complete ...