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Detta är en Uppsats för yrkesexamina på grundnivå från Linnéuniversitetet/Institutionen för språk (SPR)

Sammanfattning: This study examines if theatre is a relevant tool for helping language students in the learning of the French language in Sweden. The theatre is considered and used as a dramatic and creative play for educational purposes, not for representational purposes. The aim of the study is to get an understanding of how theatre can be used in class by beginner students for learning French as a foreign language and comply with the Common European Framework of Reference for Languages (CEFR) and the Swedish educational plan of the National Directorate of Schools (Skolverket) : What learning skills and activities in a French class can theatre teaching correlate with? What learning possibilities and positive effects are noteworthy? The theoretical analysis is based mainly on C. Puren, A. Kazeroni, E.M. Rollinat-Levasseur, J.P. Cuq, I. Gruca and L. Vygotski. A small case study was carried out in situ which allow to report an experiment with Swedish-speaking beginners in French as a foreign language. The study is therefore deployed in theory and in practise to discuss the possibilities of learning the French language by the means of theatre on the target audience. The present results highlight positive effects on students. Learning by theatre is integrated into a theoretical and practical didactic perspective and makes it possible to develop the objectives of the different skills of the learner. Hence, the study identified that learning French as a foreign language through theatre for beginner learners in Sweden is relevant because it fits easily into the development of an educational project or a learning task from an action perspective and responds to the goals defined by the CEFR and the Swedish educational plan.

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