Linguistics and Discourse Analysis
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Abstract
Abstract
This research aims to identify creative methodological foundations and didactic tools available for vocabulary teaching in French as a Foreign Language (FFL) at university level, specifically for the specialized French courses of the Bachelor’s Degree in French Language at the Universidad Nacional (UNA), in order to propose a pedagogical approach that moves away from traditional practices based on word list memorization. To this end, the study is grounded on principles of the action-oriented approach and on the theoretical contributions of Tagliante (2006), Picoche (2011), and Le Phat Tan (2022), as well as on digital resources for the design and verification of lexical corpora (the French Lexical Network, ReSyf, FLElex, and Jeux de mots). Based on this framework, a pedagogical sequence is proposed, structured around the four stages of the communicative sequence and focused on the vocabulary related from the Specialized French II course. Furthermore, this proposal implements a contextualized, reflective, and structured approach to vocabulary work, integrating semantic relationships, polysemy, and contextual usage. Consequently, the integration of creative activities and digital tools would promote an active appropriation of vocabulary while strengthening learners’ communicative competence.
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@article{FuentesPea2026listas,
title = {Más allá de las listas de palabras: hacia una didáctica creativa del léxico en francés lengua extranjera en la educación superior anclada en el enfoque accional},
author = {Melissa Fuentes-Peña},
journal = {Repertorio Americano},
year = {2026},
doi = {10.15359/ra.1-36.26},
url = {https://doi.org/10.15359/ra.1-36.26}
}FAQ
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