This paper aims at presenting how the Film Language Integrated Learning (FLIL) usage-inspired L2 teaching approach is being implemented in the first year French language proficiency unit courses as part of a substantial overhaul of the French language program taught at the University of Groningen. This paper will also draw on the results of a student survey conducted at the end of the module during the first year and the subsequent year.
While adopting the dynamic usage based (DUB) approach to language development and teaching, the French section of the Department of European Language and Cultures along with other language sections sought to review its offer of language proficiency courses. The redesign of course units initially concerned the B1 and B2 levels then more recently the A2 level as well. Though FLIL isn't the only means of instruction, the French section has now fully integrated the film-based activities into its program. Each module is divided into three two-week cycles and each cycle features a full-length movie which aims to provide the necessary contextualized authentic and meaningful L2 input to students. For each module, students must carry out a task related to the movie. A significant difference exists however regarding the moment at which B1/B2 and A2 students are exposed to the entire movie in that for the latter, the movie is shown at the end of each two-week cycle to entice motivation amongst students.
For the A2 module, each cycle is divided into four 90-minute lessons which consists of a pre-task (lesson 1), an in-class task (lesson 2 and 3) and a post-task (lesson 4).
During the pre-task, students are required to:
Complete Interactive video assignments (H5P)
Review a set of selected vocabulary items (Quizlet)
Complete topical activities online
In addition, the instructor introduces the final task and answers questions about the final task.
Then, students are invited to complete a "Green light" which serves as introducing the final task as well as identifying the linguistics and pragmatic needs of students.
The in-class task is divided into two distinct phases of roughly equal length:
The instructor proposes activities aiming at exposing the students to the vocabulary they will need to complete the task.
The students work towards completing the final task i.e. work on dividing the task among each of them, look up supplementary vocabulary and linguistic structures needed to complete the task.
The post-task consists in providing and receiving feedback and reviewing one's work based on the feedback received and on an assessment grid also used by the instructor.
The final task is then assessed by the instructor using an assessment grid.
So far, the new A2 course unit has been offered only twice. Despite being offered first online during the implementation of the Covid measures, a majority of students surveyed stated that their language proficiency significantly improved and that the interactive video activities help them gain insights into the cultural aspects of the films. Among the improvements that some students called upon was the need for more explicit grammar teaching especially for those students who haven't been exposed to the target language in a long time.
