Year: 2025
Type: article
Abstract: Currently, it is commonly understood that language acquisition is considered the ability to express oneself both linguistically and in terms of social and behavioral practices that correspond to the target language-culture.In other words, it is no longer simply about understanding the language of the Other, but also being able to recognize, identify, and interpret the attitudes involved in acts of communication.Therefore, it becomes necessary to look at the cultural realities of countries, peoples, and their behavioral patterns in our language courses to avoid cultural misunderstandings and communicate effectively.This can be achieved through an approach where multimedia and interculturality are integrated into communicative activities, as Hirschsprung (2005, p. 10) explains: "Multimedia is characterized by the use of multiple vectors to represent information, such as texts, sounds, static or animated images," which, according to the same author, enhances student motivation and makes them more active in the learning process.It is explicitly from this perspective that our research is situated, aiming to provide answers to the following questions: What technological tools should be used in teaching FLE (French as a Foreign Language)
DOI: 10.56334/sei/8.2.45
Author: Samira Rabehi
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409374609