EVALUATION OF TEACHING THE FRENCH LANGUAGE TO FIRST-YEAR STUDENTS FROM THE PERSPECTIVE OF THE ACTION-ORIENTED APPROACH

Abstract

The action-oriented approach, being centered on learning through authentic tasks and emphasizing the learner’s skills, is recognized as the most recent and
innovative method in teaching FLE (French as a Foreign Language). However, our field observations show that it is still scarcely applied at Foreign Trade
University (FTU), especially in the teaching of French to beginners. In this context, we have undertaken to assess the current state of FLE teaching at FTU according
to this approach by analyzing various aspects of teaching/learning. To do so, a descriptive study was conducted using observations, questionnaires, and
interviews to gather the opinions of learners and teachers. The research results helped identify gaps and formulate educational proposals to implement effective
FLE teaching according to the action-oriented approach for beginners at FTU.