La place de la compétence écrite dans les nouvelles approches de l'enseignement de Français langue étrangère: Le cadre Européen Commun de Référence pour les langues et la réalisation de la perspective actionnelle

All methods and approaches in the teaching / learning of foreign languages have their different peculiarities from each other. The latest approach (action-oriented approach) has become very popular after 2001. It is obvious that in the practice of each method / approach, there is always strong, weak, and uncertain points. We will not achieve our goal of learning trials unless we have a clear vision established between the method / approach and its application environment. The action-oriented approach, adopted by the CEFR, still has difficulties in terms of methodology. As educators and researchers, we should work on the adaptation of this approach in the educational environment by identifying its advantages and disadvantages. From this point of view, we began to study the achievement of competency in writing the action-oriented approach in French departments of universities located in Ankara. The latest methods and approaches are obviously centered on the use of language as a communication tool. As a result of this, the writing skills in the teaching and learning of foreign languages have been given less emphasis than others. In this study, we sought to define the levels of achievement of competence in written task-based approach adopted by the CEFR from the opinions of students and teachers commenting on the data of the survey at the end of the 2010-2011 school year in preperatory school and first year of French departments of four universities that are located in Ankara (Hacettepe University, Gazi University, Ankara University, Bilkent University) to make our modest contribution to the science of teaching of foreign languages. Keywords : writing, action-oriented approach, CEFR, French Foreign Language, level, descriptor, task