A different approach to teaching french as a foreign language at preparatory school: from curriculum development to practice

Abstract

This study aims to evaluate the effects resulted from the implementation of a new curriculum for the teaching of French as a foreign language (FLE) at undergraduate level. Since majority of students found foreign language coursebooks (FLCs) not motivating, a curriculum that aims to develop language competences by excluding FLCs was designed. The theoretical framework of this curriculum is based on CEFR, on the Bologna Process and on the National Qualifications Framework for Higher Education. The research was designed as an action research in education. The sample consisted of 30 prep class students at a state university. The data collected from the students through a questionnaire were analysed by SPSS Statistics 21. The results of the study indicate that students found this new curriculum very successful. Except one course, satisfaction levels of 100%, 92% , 82.6 , %65,4 and 54,2 were achieved for Book Reading, Verbal Communication, Grammar, Dictation and Written Communication. The designed curriculum may be used in different institutions if altered in line with learners’ needs.