Enhancing teachers and learners’ interdependent roles during the production of knowledge in the teaching/learning of French (FLE)

Grace Amarachukwu OBAIGBONA, University of Grenoble-Alpes


Despite public and scientific discourse about learner-centered approaches, we can note that wide-spread practice still relies on the motto “The teacher teaches the learner something, which the teacher (or society) perceives as necessary for the learner” (Huber 2014:407).

Teaching and learning are two complementary and interactive processes (Minder 2007). No teacher will teach without at least the intention and hope that the learner will learn. The learner and the teacher thus have interdependent roles during the learning of second language acquisition but each must know his role in the teaching/learning process so as to avoid misunderstandings.

Recently, technology has helped learners to take active roles in the production of knowledge during each class. For this presentation, we will discuss some of the evolutions that have taken place in recent years in the respective roles of teachers and learners and their relevance for enhancing motivation in the French language acq uisition processes.

The emphasis on proposing learning activities, on interaction, authenticity, diversity, and on learners’ choice and responsibility reflects a shift towards less teacher-centred modes of teaching/learning. An examination of hypothetically and empirically founded approaches to this shift in language teaching and learning, as well as motivational maintenance in a variety of teaching/learning methods/approaches, techniques and strategies that could enhance teaching effectiveness will be our focus.