1 Introduction

This section introduces that in response to the new liberal arts initiative and to serve national strategies, the French Department at a Beijing university launched the course "Analysis of Francophone Discourse Data" in 2018. Research revealed that enterprises and foreign-related departments need French talents not only for language translation but also for preliminary research tasks. Accordingly, the course was designed through a multidimensional integration approach.

2 Course Design

The "Analysis of Francophone Discourse Data" course integrates graduate research and foreign language teaching theories, constructing a teaching framework supported by corpus and computer technology, centered on regional and national information, and carried out through research tasks. The core concept focuses on enhancing learning effectiveness, multidimensional abilities, and practical application. Task-based language teaching, combined with corpus technology, cultivates students' intercultural awareness and critical thinking. The course is a compulsory requirement for fourth-year undergraduates, primarily based on team research projects that simulate work environments to develop professional skills. The practical workflow, exemplified by the France/Côte d'Ivoire discourse comparison project, is divided into three stages: collecting data via different corpus platforms, analyzing high-frequency terms and underlying issues, and comparing the perspectives of the two countries. The course also establishes a multidimensional evaluation system, including point-based, linear, and networked assessments, to improve educational outcomes.

3 Multidimensional Course Outcomes

This section elaborates on the implementation outcomes of the course from 2021 to 2024, which adopts a multidimensional integration approach to cultivate high-quality foreign language talents. Over four teaching cycles, the course achieved an average teaching evaluation score of 97.59, significantly higher than other courses at the university. In the course's research projects, students explored various countries including France, Canada, and Switzerland. Through these projects, students not only accumulated extensive cross-disciplinary knowledge but also significantly enhanced their multidimensional abilities, broadened their global perspectives, and established a proper sense of role and responsibility. Course evaluation surveys indicated that "scientific thinking" was the aspect students gained the most from the course, with "innovative spirit" and "ideals and beliefs" also being highly valued, aligning with findings from students' personal reflection reports.

The course emphasizes fostering a proper sense of role for students in a globalized context, guiding them to uphold correct stances in foreign-related work. By comparing discourses from different countries, students gain insights into various positions and viewpoints on international affairs, thereby breaking stereotypes and forming more objective and comprehensive worldviews. Students noted in their reflections that media in different countries focus on different international events based on national interests; thus, it is essential to think critically and understand events from multiple perspectives when following international news. The course also deepens students' recognition that, as Chinese youth proficient in foreign languages, they have a responsibility to voice China's perspectives in international discourse, which helps them maintain firm stances in future foreign-related work and strengthens political and cultural confidence.

In terms of skill enhancement, the course design focuses on comprehensively improving students' multidimensional abilities. Students enhanced their efficiency in information gathering and analysis through computer technology; for instance, in the Democratic Republic of the Congo/Belgium discourse comparison project, students used programming techniques to collect and organize extensive corpus data. Additionally, while processing large volumes of French-language corpus, students not only improved their French application skills but also independently acquired extensive knowledge about Francophone countries and regions. Furthermore, by simulating work environments, the course strengthened students' teamwork abilities, enabling them to adapt quickly to professional settings in the future.

The course's instructional design integrates cognitive, constructivist, and humanistic learning theories. Centered on students, with teachers serving as guides and facilitators, the approach fully engages students' initiative and enthusiasm, promoting self-actualization and personal development. This teaching method effectively enhances students' learning motivation, achieves educational goals, and provides strong support for cultivating foreign language talents with international perspectives and multidimensional capabilities.

4 Conclusion

This section summarizes the practical achievements of the "Analysis of Francophone Discourse Data" course at the French Department of a Beijing university, highlighting the positive impact of its multidimensional integration approach on improving the quality of foreign language talent cultivation. This includes enriching students' research outcomes, enhancing learning across multiple domains, improving foreign language application and intercultural research skills, and fostering students' development of the "Four Confidences." The section also looks forward to the prospects of incorporating AI technology to meet national development needs.