From Alphabet to Communication: A Methodology for Teaching French to Novice Learners

Abstract

This study presents a mixed methodology for teaching French as a Foreign Language (FFL) to absolute beginners in non-Francophone university contexts. Inspired by the communicative and action-oriented approaches, while integrating explicit grammar instruction, this method aims to guide students “from alphabet to communication” — that is, from the very first linguistic notions to the ability to interact in real communicative situations. After outlining the theoretical framework and methodological developments in language teaching, the study describes the implementation of this approach in a university class of complete beginners (A0/A1 level). Empirical data collected (language progression tests, classroom observations, and questionnaires) indicate a rapid progression toward A1 level according to the CEFR, notable improvement in oral and written skills, and high learner motivation. The paper also analyzes key challenges — such as managing grammar, first-language interference, and oral confidence — and the solutions adopted. The findings confirm the effectiveness of the mixed approach: students who followed this methodology achieved higher performance than those taught with traditional methods, particularly in oral interaction. The discussion emphasizes the pedagogical value of a balanced, eclectic approach combining communicative interaction, meaningful action-based tasks, and guided acquisition of French linguistic structures.