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Aplicaremos el enfoque \"orientado a la acción\" del MCERL (2002), basado en \"tareas\" que implican a su vez un género. Concebiremos tareas propias de las asignaturas de disciplinas no lingüísticas (DNL) en las secciones bilingües de francés de secundaria, para una mejor concepción de materiales didácticos para la enseñanza del francés para objetivos específicos (FOE). Analizaremos con detalle el género en términos de funciones y nociones, y mostramos que las funciones comunicativas y las nociones nos permiten delimitar la gramática y el vocabulario propios de la tarea. Este recorrido de los niveles pragmáticos a los lingüísticos es una herramienta útil para el profesorado.

We will apply the task-based approach (Consejo de Europa: 2002) to the design of learning materials aimed for the bilingual instruction in CLIL subjects taught in French language in Spain (secondary education). Through an examination of the notion of “task” within a pragmatic paradigm, the direct connexion between task and discourse genres, functions and notions is determined. We show how functions determine grammar and how notions determine the vocabulary to be used and, finally, we will show the convenience of implementing this approach for teachers.

The given article focuses on the study of the dramatic literary text as an art object used in the process of the teaching/learning French as a foreign language. The dramatic literary text, being one of the main elements of the dramatic art, which in turn is a syncretic one, requires an integrated approach in the interpretation process, both as a literary product and as a performance.

In today’s globalized world, it seems necessary, or even indispensable for the teaching/learning of foreign languages to be based on international standards proposed by the Common European Framework of Reference for Languages (CEFRL). The present article deals with issues of integration of the CEFRL in the Vietnamese context by analyzing the results of a study of training programs at six universities specializing in foreign languages, which are based in three regions of the country (Northern, Central and Southern Vietnam). Despite some positive changes and the dynamism characteristic of the approach, a mechanical and rigid introduction of CEFRL in foreign-language universities in Vietnam has actually caused several problems. These include (1) the inconsistency between the levels established by the CEFRL and the organization of teaching/learning; (2) the risk of teaching/learning becoming too “utilitarian” and too function-oriented and (3) excessive attention given to the evaluation and assessment of linguistic knowledge and of performance level  rather than on the ability to use various resources as well as to long-term process of competence development. The study results show some possible ways for the development of a referential frame for learning/teaching French in Vietnam.

Le geste est un moyen de communication, il sert a transmettre le message aux apprenants de LE. Son objectif est de faciliter la comprehension des leçons aux apprenants non natifs. Dans cet article, nous proposons une étude descriptive des gestes de l'enseignant de LE, dans une classe, dans le but de mémoriser et enrichir le bagage linguistique des jeunes apprenants. La méthode suivie est la description des gestes realises par cet enseignant, par exemple les gestes déictiques qui servent a montrer les objets, les gestes iconiques qui représentent les objets par des dessins dans l'espace, et sans oublier les gestes quasilinguistiques qui accompagnent la parole et participent a sa mise en relief. Le rôle de l'enseignant est la transmission du savoir, pour ce faire, il emploie plusieurs méthodes telles que : l'utilisation des images, soit une série d'images séquentielles, qui se trouvent dans le manuel scolaire ou bien l'image non séquentielle.

This article approaches the modalities of conception of an educational software directed to the progressive phonetics, used to learning the pronunciation of isolated in French as a foreign language. By developing this system of phonetic correction, we aim at the constitution of an experimental database serving to model the knowledge of the expertise in phonetics. The conception of the system is based on an analytical approach of recordings of phonetic varieties; it is based on the human expertise and the manipulation of the phonetic knowledge.

Drawing on cross-sectional and longitudinal analyses of a range of sociolinguistic variables in L2 French, this volume explores the relationship between 'study abroad' and the acquisition of sociolinguistic variation patterns by the advanced second language learner.

Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as AI chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.

A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.

The Modern Language Journal has long been an important venue for the publication of research and reflection on the teaching and learning of foreign languages (FL) in classroom contexts. In this article, we offer a perspective on the contemporary FL classroom, informed by a descriptive survey of all studies that took place in FL classes that were published in The Modern Language Journal (MLJ) between 2001 and 2014 inclusive (N=97). This yielded a profile of FL classrooms in terms of geographical locations, languages being taught, the amount and distribution of instructional time, and the age and language backgrounds of the students. The findings revealed that FL environments benefiting from research investigations in the MLJ typically involve older learners in on-site (rather than virtual) classes that afford limited exposure to the FL, which was typically English (in non-English-speaking countries) and French, German, or Spanish (in English-speaking countries). We consider the implications of these findings for the study of FLs in the future and identify aspects of FL classrooms that merit greater research attention as the MLJ moves into its second century.