French as a Second Language Teaching: Identifying Methods that Improve Adult Learners’ Competencies

 
 
 

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Task-Based Language Teaching for FSL 
TBLT has been widely applied in L2 teaching globally. This method developed from a 
consensus among language teachers and researchers who agreed that successful L2 learning 
outcomes relied on the development and adoption of L2 teaching strategies that leveraged 
learning opportunities focusing on learners' ability to use L2 to complete specific tasks activities 
(Swain & Lapkin, 2000). Notably, TBLT underscores adult FSL teaching's essence by engaging 
learners in task-based meaning-oriented use of language instead of demonstrating mastery of 
language rules or knowledge (Swain & Lapkin, 2000). Adult FSL learners acquire French 
vocabulary by learning the importance of meaning, filling communication or information gaps, 
and using linguistic resources to complete real-world tasks. 
Several researchers have investigated the effectiveness of TBLT in L2 pedagogy. For 
instance, Hummel and French (2010) assert that learners' interaction and engagement in tasks 
guide their attention to the meaning conveyed by communicating in the L2. This gives them a 
reason to use L2 French in their daily lives. Similarly, other researchers argue that performing 
tasks provides learners with opportunities to receive constructive feedback from speakers, 
readers, and writers on their perception of the meaning of learners' messages (Swain & Lapkin, 
2000). On the other hand, psycholinguistic research shows that the TBLT strategy activates 
naturalistic acquisitional mechanisms, thus propagating FSL development (van Compernolle & 
Williams, 2013). However, TBLT implementation's effectiveness necessitates local modification 
of the strategy to ensure conformance to local language policies and culture.