Conference Agenda

This pilot study examines a ‘learning-by-teaching’ approach to teaching French as a foreign language, implemented in the first year of university in a course focused on written discourse (up to level B2 of the Common European Framework of Reference for Languages - CEFR). Working in small groups, the students prepared and delivered micro-lessons on French tenses and modes (present, future, imperfect, past tense, pluperfect, future perfect, subjunctive, imperative). The programme consisted of (a) a phase of acquisition and consolidation of grammatical knowledge (definitions, usage, exceptions), (b) the creation of examples and counter-examples, (c) the creation of targeted exercises, and (d) a presentation followed by a peer discussion. The data are based on a post-activity questionnaire (n = 10 responses out of 13 registrants), combining Likert scales, pre/post self-assessment and open-ended questions, as well as the teacher's observation notes. The results indicate an increase in reported understanding of the phenomenon (M before = 7.00; M after = 8.80; mean gain = +1.80/10), associated with a high perception of in-depth understanding, awareness of errors and ability to explain (M between 4.20 and 4.80/5). Thematic analysis highlights (1) the transition from ‘procedural’ knowledge to ‘explicable’ knowledge through the anticipation of questions, (2) the heuristic role of ‘pitfalls’ and counterexamples, (3) the regulatory value of collaborative work and feedback, and (4) an ambivalent affective dynamic (responsibility, stress, confidence). The article discusses the contributions of micro-teaching to attention to form, metalinguistic awareness and transfer to written production, and proposes avenues for methodological extension (triangulation with student productions, deferred measurements, sample enlargement).