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

This thesis illustrates the inventive methods used in teaching French as a second language(FSL) to adult learners, in conjunction with principles of the innovative methodology in second language teaching and learning. This study will also offer new methods and materials to teach adult learners French as an additional language (Myers, 2012). Moreover, the literature review identifies studies that have been conducted with French as a second language teaching. The new methodology for teaching a foreign language (FL) relies on acquaintance and know-how aims. Consequently, formal/traditional teaching has been modified due to a lack of adult learners’ interest in learning language rules. Throughout the 20th century, the implementation of technology led to new teaching designs, concepts, approaches, and methods. Some achieved broad levels of acceptance and popularity but then were replaced by even newer or more appealing ideas and theories. At the same time, alternatives to mainstream approaches have found some level of support within language teaching, though they have not often reached broad levels of acceptance. This study seeks to appraise evidence-based solutions to teaching FSL among adult learners by identifying the gaps and issues in the extant FSL pedagogy and by examining various new and innovative techniques for the enhancement of FSL pedagogical practices. In this approach, research into the existing literature, based on the key terms “French as a second language”, “adult education”, “second language teaching” and “trends in FSL” is performed