Reflections on EFL didactics
Articles on storytelling, non-linguistic subjects (NLS), and the action-oriented approach
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Lebanon is a singular country: French is present in different modalities and in various contexts: educational, cultural, social etc. However, teaching/learning French is not an easy task: difficulties and obstacles hinder the mastery of the French language in this French-speaking country par excellence. However, teaching/learning French is not an easy task: difficulties and obstacles hinder the mastery of the French language in this francophone country par excellence. Would the tale be a "saviour" genre because of its originally didactic dimension? Would the action approach be adequate to the ...
Lebanon is a singular country: French is present in different modalities and in various contexts: educational, cultural, social etc. However, teaching/learning French is not an easy task: difficulties and obstacles hinder the mastery of the French language in this French-speaking country par excellence. However, teaching/learning French is not an easy task: difficulties and obstacles hinder the mastery of the French language in this francophone country par excellence. Would the tale be a "saviour" genre because of its originally didactic dimension? Would the action approach be adequate to the Lebanese context and better adapted than the communicative approach? How could it solve certain learning difficulties related to the experimental character of the Non-Linguistic Disciplines? These and other questions will be addressed in the present articles.
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