Comparative study of the presentation of grammar topics and exercises in A1-level French as a foreign language textbooks

Abstract

The teaching of grammar in A1-level French as a Foreign Language (FLE) textbooks plays a key role in the development of learners' language skills. However, editorial choices regarding the progression of grammatical content and the typology of exercises vary from one textbook to another, thus influencing the effectiveness of learning. This study aims to compare the presentation of grammatical content and the types of exercises in eight FLE textbooks published between 2020 and 2023, in order to identify similarities and differences in their organization and pedagogical approach. The textbooks analyzed include Mon Alter Ego 1, Cosmopolite 1, Défi 1, Inspire 1, Nouvelle Génération 1, Odyssée 1, Prêt-à-parler 1, and Édito A1. Grammatical content was categorized into eight parts of speech, while exercises were grouped into four types: identification, manipulation, practice, and correction. The results show that the progression of grammatical concepts follows a coherent logic, but complex notions—such as compound tenses and object pronouns—are introduced at varying stages depending on the textbook. Most of the textbooks favor practice-oriented exercises, such as fill-in-the-blank activities and sentence construction, while correction and grammar reflection exercises are less common. Finally, notable pedagogical differences were observed: Cosmopolite and Odyssée emphasize sentence construction, whereas Défi and Édito favor multiple-choice questions and quizzes. This diversity highlights the importance for teachers to choose methods that are tailored to the specific needs of learners in order to optimize grammar acquisition.