Bulletin De L' Association Thaïlandaise Des Professeurs de Français

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

Thu, 04 Dec 2025 00:00:00 +0700

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.

Morphological Awareness and Lexical Inferences in French among a Group of Thai Students

Romain Benassaya — Thu, 04 Dec 2025 00:00:00 +0700

This study aims to examine the derivational morphological awareness of a group of 27 Thai students learning French, to assess their ability to infer the meaning of unfamiliar words, and to explore the strategies and reasoning processes involved in formulating lexical inferences. The research is based on a morphological awareness test and a lexical inference test. The data collected were analyzed by using descriptive statistics, complemented by a qualitative analysis of interviews conducted after the tests. The results reveal a moderate level of morphological awareness and lexical inference ability among the participants. However, they also show that students who achieved the highest scores on the inference test largely relied on morphological reasoning, relying on the identification of known morphemes and comparisons with similar affixation processes in English. These findings suggest that explicit instruction in morphology, based on students’ linguistic repertoire, could help strengthen learners’ lexical inference skills and, more broadly, improve their reading comprehension in comparable learning contexts.

Analysis of Intercultural Dimensions in Adosphère 2 and Adomania 2: Limits and Pedagogical Perspectives for Thai Teachers

Thu, 04 Dec 2025 00:00:00 +0700

Learning a foreign language is not limited to the acquisition of linguistic skills but also involves immersion in the cultures of native speakers. In the teaching of French as a Foreign Language (FFL), this cultural dimension plays a crucial role in enabling learners to better understand the language while exploring the values and norms that underpin it. This study analyzes the role of culture, and more specifically the intercultural dimension as recommended by the CEFR, in Adosphère 2 and Adomania 2, which are used in several schools in northern Thailand. The aim is to identify the limitations of these textbooks and to propose pedagogical approaches adapted to the Thai context. The results reveal notable differences: Adosphère 2 offers a broader thematic diversity but remains centered on French culture and explicit cultural aspects, whereas Adomania 2 places greater emphasis on universal content as well as implicit and dual cultural dimensions. We also observe in Adomania 2 a stronger focus on oral interaction and collaborative projects, more frequently engaging higher cognitive levels in Bloom’s taxonomy. However, both textbooks display a marked imbalance in favor of written and visual materials, to the detriment of oral and audiovisual resources. Furthermore, tasks and projects remain confined to the classroom context. Recommendations include the use of online videos adapted to A2 level and the design of creative projects open to an authentic external audience, in order to fully align with the principles of the action-oriented approach of the CEFR.

Study of French Consonantal Enchaînement by Thai speakers in French Self-learning Handbooks

Pompet Thanangkorn, Sanchai Suluksananon — Thu, 04 Dec 2025 00:00:00 +0700

The study examines consonantal enchaînement, affixing the final consonant to the vowel of the following word, as it appears in French self-learning handbooks written by Thai authors. A corpus of word pair transcriptions is compiled in which the first word ends with a consonant and the following one begins with a vowel. This corpus is analyzed from the perspective of French phonetics and phonology, particularly in relation to liaison and resyllabification. Results are that Thai speakers mostly pronounce words in isolation rather than linking them, echoing the patterns of their native language. Consonantal enchaînement only occurs in a few familiar, frequently used expressions. Additionally, an extra consonant is inserted without restructuring the syllabic pattern.

Simultaneous Language Practices: A Way to Reduce Linguistic Insecurity among Multilingual Thai Students?

Niparat Imsil — Thu, 04 Dec 2025 00:00:00 +0700

This article is part of a research entitled “Linguistic Insecurity and Foreign Language Learning among Students of the Faculty of Humanities at Naresuan University.” Its objectives are: 1) to identify the strategies used by students to reduce or eliminate the feeling of linguistic insecurity regarding their language practices in class; 2) to observe their language practices in professional contexts; and 3) to explore the emotions associated with using foreign languages during their internship. To achieve this, mixed methods were adopted, combining questionnaires and interviews to gather the perceptions and experiences of students from the Faculty of Humanities.

Data analysis reveals that many students experience anxiety, stress, and even fear at the beginning of their foreign language studies. It also highlights their desire to engage in real-life language practices—whether in class, at home, or in professional settings—to become accustomed to the languages and strengthen their linguistic skills. Regular practice in simulated situations helps them build self-confidence and feel more comfortable when speaking, as they become familiar with vocabulary, syntax, and grammar. Moreover, each simulated situation teaches them about customs, cultural elements, and social or professional behaviors. These practices thus contribute to alleviating feelings of linguistic insecurity among Thai students.