L'utilisation des tâches dans l'enseignement du FLE

This study aims to examine and analyze the role of tasks in the CEFR action-oriented approach in French as a foreign language. First, by making a comparison between the communicative approach and the action-oriented approach, we emphasized the importance of this perspective. We then illustrated the tasks to distinguish them from language activities and exercises. After analyzing the characteristics of the tasks of the CEFR, we have addressed criticisms concerning the authenticity of the tasks in the CEFR. We presented the new categorization of tasks proposed by Christian Ollivier. We put forward the real-world tasks recommended by him, as well as the ICT tools, especially Web 2.0, in the service of carrying out these tasks. Subsequently, to show the place of these tasks and tools in practice, we developed a grid of analysis and evaluation tasks. We have analyzed and evaluated the tasks in two French language textbooks 'Saison 1' and 'Édito A1'. After analyzing these tasks, we tried to convert real-life tasks and virtual projects in these textbooks into more authentic tasks in the Turkish context. We have focused on the integration of ICT in the classroom to design and realize real-world tasks on the Web 2.0 in French as a foreign language in Turkey, for which we have demonstrated SAMR model of technology integration developed by Puentedura.