Action-Oriented Role-playing Games for the Development of Oral Interaction in French
DOI:
https://doi.org/10.25145/j.cedille.2024.26.24Keywords:
interactional competence, tasks, evaluation, pragmatic competence, sociolinguistic competenceAbstract
The current action research aims to assess the impact of action-oriented role-playing tasks on the interactional competence and perceptions of FLE students. Initially, the interactional proficiency of 37 university students is evaluated. Based on these findings, a pedagogical intervention is designed and implemented to enhance and evaluate interactional competence. Following its execution, an assessment is conducted to measure progress, supplemented by surveys and focus groups to uncover student perspectives. Results indicate a positive evolution in interactional competence, notably in pragmatic and sociolinguistic domains. Additionally, students express satisfaction and highlight their progress thanks to the innovative nature of the intervention.
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