INTERACTIVE METHODS IN TEACHING FRENCH AS A FOREIGN LANGUAGE AT A2–B1 LEVELS: A THEORETICAL FRAMEWORK
Keywords:
interactive methods, FFL, CEFR, A2–B1, communicative competence, action-oriented perspective, collaborative learning, learner autonomy, motivation.Abstract
This thesis examines the theoretical underpinnings and pedagogical implications of interactive methods in teaching French as a foreign language FFL at the A2–B1 proficiency levels as defined by the Common European Framework of Reference for Languages CEFR. Drawing on Vygotskian socio-constructivism, the communicative approach, and the CEFR's action-oriented perspective, the study argues that interactive methods—collaborative tasks, role plays, project-based learning, and technology-enhanced activities—constitute a principled and effective means of fostering communicative competence, learner autonomy, and intrinsic motivation. Key implementation challenges and evidence-informed recommendations for practitioners are also discussed.
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