This research investigates the perceptions and representations of French language and culture among junior Algerian students, focusing on how these views evolve after a year of studying French Civilization. The study's importance stems from the growing need for intercultural competence in a globalized world. The researchers draw on theories of intercultural communication, linguistic relativism (Sapir-Whorf Hypothesis), and the role of language in shaping cultural identity. They highlight the importance of integrating the cultural dimension into foreign language instruction, emphasizing that learners should be viewed as social actors capable of engaging in communicative activities within specific contexts. The study aims to understand students' initial representations and how these change through their academic experiences, ultimately contributing to improved language teaching and learning practices. The influence of language on culture is underscored, advocating for a move beyond solely linguistic approaches towards an immersive cultural experience that allows learners to challenge their existing representations and develop respectful intercultural attitudes. The study's significance lies in its contribution to foreign language learning and teaching by emphasizing culture's role in acquisition and calling for the integration of cultural aspects within linguistic domains.

The literature review examines the concept of representation in language-culture didactics. It explores the fluid nature of identity and its connection to social, cultural, and individual levels. Language representations are presented as a subset of social representations, highlighting their role in promoting ethnocentrism and influencing cultural biases. The review discusses various definitions of social representations, emphasizing their role in shaping collective identity and influencing perceptions of self and others. The malleable nature of representations in teaching and learning contexts is also discussed, along with the concept of "intermediate worlds." The complexities of stereotypes are analyzed, their potential for hindering communication is addressed, and the importance of acknowledging and moving beyond stereotypes in the classroom is highlighted. The literature review also examines the integration of intercultural competence in linguistic education within Algerian universities, specifically noting the introduction of the "French Civilization" course and its aims.

This study employed a descriptive-analytic approach using two questionnaires administered to 130 junior students at the University of Oum El Bouaghi, Algeria's French department. The first questionnaire was given at the beginning of the academic year (October 2018), before the "French Civilization" course, while the second was administered at the end (June 2019), after the course. The first questionnaire (20 questions) gathered biographical data, assessed students' perspectives on foreign language learning, explored their representations of France, the French people, the French language, and French culture, and evaluated the impact of the "French Civilization" course. The second questionnaire (18 questions) focused on capturing the evolution of these representations and assessing the course's impact. The questionnaires utilized a mix of closed, open, and semi-open questions to gather diverse insights. The questionnaires were numbered for anonymity to facilitate comparison of pre- and post-course responses. The data was analyzed using qualitative and quantitative methods, including semantic comparison of word associations with France.

The study's participants were primarily female (65%), with a majority holding a bachelor's degree in foreign languages (62%). Dialectal Arabic was predominantly used in family and social contexts, while French was predominantly used in university settings. Students perceived French as having varying levels of difficulty. Their primary motivation for learning foreign languages was effective communication, followed by access to knowledge, cultural openness, professional opportunities, and personal development. A significant portion of the students (40%) had positive family perceptions of French, while 60% held negative associations, often linked to colonial history. Initial representations of France revealed a significant number of words (153) associated with various aspects of French life, history, places, culture, etc., increasing to 305 words after the French Civilization course. While positive representations emerged (romantic aspects, tourism, iconic landmarks, literature), 49 students maintained negative stereotypes concerning racism and Islamophobia in France. These negative perceptions were primarily linked to historical factors (58%) and media influence (21%). The study showed a substantial decrease in negative perceptions of France after the course, with 83% considering it a top tourist destination. Most students (67%) expressed positive views about the French people, appreciating aspects like beauty, openness, and organization. The French language received overwhelmingly positive responses (84%), emphasizing its prestige, usefulness, and role in knowledge acquisition. Initially, less than half (35%) held positive representations of French culture, reflecting a significant intercultural crisis. However, this shifted positively post-course. Regarding media consumption, a majority preferred Arabic channels (68%), followed by French channels (25%). Most found the cultural emphasis in their courses to be moderately important, regardless of their interest in French. The French Civilization course was considered highly or moderately interesting by 85% of the students; they found it insightful, but a small minority considered it tedious. However, only 42 students believed the course provided sufficient intercultural skills training; others suggested that real-world cultural immersion would be more effective. A majority (73%) stressed the need for immersion and interaction with native speakers, rejecting theoretical cultural study as a sufficient approach to developing intercultural competence.

The study's findings highlight the complex interplay between language learning, cultural representation, and intercultural competence. The positive shift in perceptions of French culture after the "French Civilization" course suggests its effectiveness in challenging stereotypes and promoting a more nuanced understanding. However, the persistence of negative stereotypes in some students shows the need for more integrated and immersive approaches. The reliance on media and historical narratives as significant sources of negative representations underlines the importance of critical media literacy and inclusive historical education. The study underscores the need for a shift from a purely theoretical approach to cultural instruction to one involving authentic experiences and interactions with French-speaking individuals. This would aid in a more effective development of intercultural competence, moving beyond the limitations of a solely classroom-based learning experience. The findings suggest that language policies and university training programs need to be revised to more effectively integrate cultural immersion and interactive learning methods for developing intercultural fluency.

This research demonstrates that while a dedicated "French Civilization" course can positively influence students' perceptions of French culture, more immersive and interactive approaches are crucial for developing robust intercultural competence. Future studies could investigate the long-term impact of integrated cultural learning and the effectiveness of diverse teaching methodologies in fostering genuine intercultural understanding. The role of media literacy and critical historical analysis in challenging stereotypes should also be explored further. Ultimately, a concerted effort to integrate cultural understanding within language learning programs will foster more effective intercultural interaction and contribute to improved international relations.

The study's sample was limited to students from one Algerian university. The findings may not be generalizable to other contexts. The reliance on self-reported data in questionnaires may be subject to response bias. The study's timeframe (one year) might not capture long-term changes in students' perceptions. Furthermore, the study focuses only on students' perceptions and may not fully reflect their actual intercultural skills and abilities.