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CHAPTER ONE
Introduction
Knowing a second language is important to both language learners and teachers. There have
been concerns on how to teach a second language to interested learners
since theories and
practices evolve over time. The French as a Second Language (FSL) core curriculum guidelines
in Ontario were changed and implemented in 2012 (Myers, 2012). The new guidelines evoked
some reactions because the teachers were required to upgrade their skills.
Other stakeholders
believe that the new guidelines would aid in filling the learning gaps that had been identified
before. Adults can improve their ability in familiar settings such as social interaction,
information sharing, and communication (Myers, 2012). These components can help the adult be
fluent in the foreign language through reading,
speaking, writing, and listening.
Language learning has changed in recent years from acquiring intellectual knowledge to
fostering emotional interactive learning. Emphasis on foreign language learning for adults is
based on fluency and articulateness and not on correcting errors (Myers, 2012). The new
teaching methods largely depend on technology since students show decreased interest in
learning grammar. To make lessons interesting to L1
and overseas students, teachers should
identify and apply a dynamic learning system. More studies should be done to enhance the
current FSL education methods and to find creative and interesting ways of filling the gaps in the
adult curriculum. This thesis examines best practices pertaining to foreign language teaching.
The objective of the study is to recognize the techniques that can progress adult learners'
proficiency in studying FSL. It seeks to appraise evidence-based solutions to teaching FSL
among adult learners by first identifying the gaps and issues in the extant FSL pedagogy, then
examining various new and innovative techniques for the enhancement of FSL pedagogical
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practices. I based my research into the existing literature on the key terms “French as a second
language”, “adult education, “second language teaching” and “trends in FSL”.
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