Theater techniques for oral communication in French as a Second Language

In language didactics, the action-oriented approach presents the learner as a social actor who performs interactional tasks with various interlocutors. This article analyzes how theatrical techniques facilitate interactions in French as a second language (FSL) both in the classroom and with the local community. It draws on Canadian university experience centered around an oral communication course whose main project consists of a report including Interviews and presentations.

🎭 Introduction

Oral communication requires consideration of both verbal and nonverbal language, as well as the social context of the exchanges. Linguistic accuracy is just one aspect among others, hence the need to offer learners a communication framework that engages the person as a whole. Theatrical techniques are explored to make the more authentic interactions and productive. After a theoretical presentation, the article describes an educational project centered on a report and the tasks of interviewing and final presentation, as well as their evaluation.

📚 Cadre conceptuel

Language is often perceived as a system external to the person, which minimizes the fundamental role of the bodywork and sensory reports in learning. Bodily movement precedes and gives meaning to speech, relying on sensorimotor anchoring of interaction. Training in feeling/sensing fosters presence and availability in improvisational play.

In French as a Second Language (FSL), theatrical techniques raise learners' awareness of body language in communication, meeting the requirements of the Common European Framework of Reference for Languages (CEFR) in terms of multimodality and contextuality. They also encourage identity construction, opening to the Other and collaboration in linguistic and social tasks.

Theater practice consists of an imaginary collective space where the moving body allows for the experimentation of language through performative and collaborative stages. Non-verbal and improvisational dramatic games generate an initial empathic and communicative network, a solid foundation for speech and intercultural openness essential for the learning community that constitutes the FLS class.

🌍 Contexte de pratique

Within the university setting, students from diverse disciplines prepare for future social interactions by sharing past or current experiences. Their topics address identity and personal themes, making engagement with the project more sincere. The objective is to develop skills in’oral interactions in French, especially during interviews and presentations, in a safe environment thanks to theater-inspired exercises.

Building a classroom community starts from the beginning with nonverbal, preverbal, and verbal games that reinforce trust, mutual knowledge and body language awareness. These skills are essential, both in the classroom and in everyday life, and theatrical techniques foster the necessary confidence before interacting with the local French-speaking community.

💡 Le projet de reportage

This project, framed within an action-oriented approach, aims to develop linguistic and socioculturel skills through real-world and pedagogical interactions that co-construct meaning. The learner interacts with several social groups, whose local Francophone community and peers, by undertaking a project divided into several stages:

• Initial video presentation of the subject and the person to be interviewed; ;
• Transcription, interview or survey analysis, vocabulary sheet creation; ;
• Presentation and discussion of the project in class.

These steps propose authentic tasks that combine out-of-class and in-class interaction.

The interview

The student must identify, contact, and meet with a local resource for an in-person interview, allowing for a recording to be transcribed. Sometimes, a survey is conducted among peers. Learners are thus active participants in a task. authentic communication and data collection. In class, they practice language, vocal, and physical skills through improvisational role-playing, preparing for’Formal interview with its appropriate register, intonation, and posture.

The final presentation

The objective is to share research results in a global and interactive communication performance, within a consolidated learning community. The presentation is collectively prepared through theatrical activities focusing on breathing, voice projection, and articulation, with tongue twisters and rhythmic exercises.

These games create a feeling of’Belonging and empathy between presenters and audience. Students work in panels, share personal anecdotes and symbolic objects, fostering sincere exchange and group cohesion. They also study French TedX talk models to optimize visual and interactive impact.

Each session begins with a warm-up followed by meditation, strengthening solidarity before presentations. Listeners actively participate by taking notes and asking questions during guided discussions.

Evaluation

Presentation assessment considers speech (pronunciation, pace, intonation) and multi-level interaction quality. The final exam includes a group improvisation inspired by the projects and recorded individual feedback, combining synthesis and critical reflection. This approach also values body language awareness, which is often spontaneously highlighted by learners.

Throughout the project, the learner assumes their role as a social actor, connecting micro-learning community and local community. Theatre techniques thus support the learning of social and communication skills consistent with the perspective Citizen action.

💬 Conclusion

The reporting project, true to the action-oriented approach that places interaction at the heart of learning, supports a global communication competence based on collaboration within the classroom community. Theater techniques embody and strengthen this dynamic. Interactions within the classroom and with the francophone community nurture both language and the interpersonal skills essential for the learner's growth as a social actor.

This success invites us to expand the context of the final presentations, for example by broadening the audience to the student community or through interactive digital formats, to further strengthen social and pedagogical connections.

English version of the article translated by AI.

Source & Credits

Author: Laurence Thibault

Original article: https://www.erudit.org/fr/revues/aqelfs/2020-v33-n1-aqelfs06342/1081269ar/