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Abstract


THE TASK BASED TEACHING METHOD IN THE LIGHT OF THE ACQUISITION THEORIES: COMPARATIVE ANALYSIS OF TWO TEXTBOOKS OF FRENCH FOREIGN LANGUAGE
This study aims to identify the differences between two French Foreign Language (FFL) textbooks, Alter Ego + A1 and Texto A1, which claim to rely on the European Reference Framework for Languages (CEFR). After a detailed study of the principles of the CEFR; the parameters to be analysed in each method have been identified; the comparative tables for data collection have been developed; a comparative analysis between two manuals was then conducted in the light of his theories and principles. The results showed that the methods analysed take more or less into consideration the recommendations of the CEFR: both of the textbooks give an important place to socio-cognitive conflicts by favouring group work at appropriate times. However, Alter Ego + A1, contains more real projects, more often uses shoring, and more often directs the learner to strategic learning.

Keywords
learning theories; socioconstructivism; cognitivism; task-based language teaching; comparative analy


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