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

Linguistic Competence 
Also known as grammatical competence, this communication element as verified by the 
participants A, B, and C requires adult FSL learners to be adept in using Francophone 
vocabulary, syntax, and grammar. During conversations, a linguistically competent student can 
know the exact words to use in the given context and can employ them in phrases and sentences. 

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Linguistic competence is not easily achieved and relies on the specific method used in FSL 
lessons. Modern scholars contend that in the absence of formal instruction, L2 learners cannot 
discern grammatical from ungrammatical patterns independently (Brooks & Kempe, 2012). To 
ensure that adult learners get the opportunity to cultivate their linguistic competencies, the FSL 
teaching method must provide them with explicit instruction to increase their awareness of the 
underlying grammar. 
 
Sociolinguistic Competence 
Sociolinguistic competence is achieved when adult FSL students can use their linguistic skills 
to communicate appropriately in social settings. These learners' sociolinguistic competence is 
demonstrated through considerations of the topic, the setting, and the existing interrelationships 
of the communicators to express specific attitudes in their communication. This depends on the 
adult learners' knowledge of pragmatic considerations, sociocultural norms, sociolinguistic 
factors, and sociolinguistic variation sensitivity (Donaldson, 2016). This communicative 
competence element is evident when FSL adult learners can recognize and create socially 
appropriate speech in context. The teaching method, in this case, should emphasize the notion 
that merely knowing what to say is insufficient; learners must be adept in knowing how to say it 
as well. This implies knowing how to use the relevant formality, tone, formula, script, code, 
variety, and register.