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

 
Adult Learners Engaged in FSL According to Their Language Proficiency
Based on the interviews and feedback from Professor John, I summarized his main 
perspectives of FSL on follows: Professor John decided to focus on teaching strategies, 
motivation, engagement, and creativity, which in turn lead to communicative competence and 
the relevance of social participation. In addition, he highlighted the concept of students’ identity 
and background. He also explained the importance of audiolingual communicative practice, 
interactive learning outcomes, and cultural barriers among culturally diverse students.
The second perspective that Professor John explained was motivation. Adult learners that 
are motivated to learn an L2 language adapt to learning material and language rules more easily. 
Then, he proceeded to say the best tools to improve students’ engagement is to know their 
expectations and create better coaching limited to their interest. Moreover, teachers should 
encourage spontaneous interaction activities such as interactive language games, sharing ideas, 
task-based activities, group discussions etc.,
Language teaching employed for adults uses activities in which linguistic rules are presented 
in a form of feedback as in error correction and detection. Students’ performance should be 
based on basic language skills relevant to their needs. Moreover, visual and audio objectives 
increase comfort and allow L2 learners to overcome linguistic difficulties. Adult students prefer 
structure when learning a foreign language.
As we look at the literature on the cognitive approach, students use mental strategies, notice 
patterns, and deduce rules to develop skills using their abilities. Another viewpoint mentioned by 

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Professor John is comparing an L1 language to an L2 language and finding similarities and 
differences within them; learners will become more motivated to discover the similarities and 
differences between the L1 and L2 languages and the relationships between them.
The third topic discussed was scaffolding, which Professor A believed was a vital component 
of communicative competence and task-based learning. Professor A also believed that acquiring 
knowledge in a second language is socially constructed through support and interaction. Finally, 
creativity was the last topic we discussed. Creativity is a mixture of strategies, motivation, and 
engagement that help the learner tell a story. The learner can create a dialogue, exchange 
thoughts with a native speaker, and build the courage to speak in their L2 language. Thus, after 
gathering the main perspectives that we focused on in the interview, it can be concluded that an 
L2 learner can develop suitable methods of learning with these four perspectives. These methods 
are innovative and adaptable for FSL teaching consideration.