Cognitive and Social-Emotional Strategies for the Development of Oral Competence in the FFL Classroom in 3rd Year Undergraduates

Abstract

This article examines the cognitive strategies implemented for developing oral skills in FFL classes among 3rd-year undergraduate students. Given the difficulties encountered by learners in oral expression, it becomes essential to use teaching methods targeting specific cognitive strategies to strengthen their interaction and oral skills in French.

Through a questionnaire and non-participant observation, this study aims to analyze different cognitive and socio-affective strategies implemented during oral lessons and their contribution to the speaking and oral performance of the students observed. The data collected make it possible to identify the most effective techniques to encourage the active engagement of learners and facilitate their progress in oral expression.