Over the years, the University of Cape Town (UCT) has been and is still offering French language, through its French Section. Those enrolling in the named French language programme are undergraduate students of different faculties of the University of Cape Town including the faculty of law. The variety of French that these students acquire is the variety known as general French. This study analyses the law students' needs in French language. A questionnaire and interviews were used to collect data about students' needs, objectives and expectations. The conclusion can be drawn that the University of Cape Town law students needs are to work for international organizations of Human Rights and that they need some linguistic skills not only in general French but also the mastery of French referred to the professional discipline known as French for specific purposes.

En 2010, le gouvernement lesothan a démarré le projet pilote sur l'introduction du français dans les onze établissements secondaires. Notamment, cette étude vise à promouvoir l'enseignement et l'apprentissage de français dans les écoles secondaires au Lesotho. Elle cherche également à trouver les raisons pour lesquelles le gouvernement lesothan a choisi le français parmi d'autre langue du monde. De plus, cette recherche consiste en une évaluation du projet pilote sur l'introduction du français dans le curriculum des écoles secondaires du pays. Est-ce que l'introduction de la langue française dans les écoles secondaires au Lesotho peut-elle aider le pays à améliorer son économie, surtout l'employabilité des candidats lesothans au marché de l'emploi local et international ? Pour mener à bien cette étude, l'approche qualitative et quantitative sont employées. Huit entretiens semi-guidé ont été élaborés pour récolter les données qualitative auprès des personnes ressources au seine du Ministère de l'Education lesothan alors que les questionnaires ont été administrés auprès les sept professeurs de français qui ont participé dans cette enquête. Les résultats montrent qu'en 2015, il y avait 4396 apprenants de français dans les écoles qui pilotent son enseignement et son apprentissage. Ensuite, ce même projet a crée plus de 30 poste de travail pour les professeurs de français au Lesotho. Cela révèle l'importance du français pour le développement économique du Lesotho. D'ailleurs, les effectifs des apprenants de français dans les établissements secondaires décèlent que la langue française a un nouveau basin au Lesotho. Pour conclure, les répondants préconisent l'introduction de la langue française dans d'autres établissements qui ne font pas partie des écoles pilotes et cela contribuera à la promotion de l'enseignement et de l'apprentissage de français au Lesotho ainsi qu'à l'augmentation de la population qui apprend le français en Afrique Australe et dans le monde entier.

This study aims to develop a French curriculum that is responsive to the specific needs of South African Heads of Mission. Firstly, the context highlights the role of Heads of Mission in the implementation of South Africa's foreign policy against the backdrop of the history of diplomacy and South Africa's international relations under the auspices of the Department of International Relations and Cooperation (DIRCO). Taking into account South Africa's representation in a total of 31 French-speaking countries, the importance of having knowledge of the French language is highlighted. The subsequent theoretical framework outlines issues related to the teaching of French (including teaching French as a Foreign Language – TFFL), the notion of French for Specific Purposes (FSP), as well as the methodology that inform the practical aspect of this project. The final section presents the results of the needs analysis, the data collection, and the development of teaching material from the collected data. These steps culminate in the development of a curriculum that addresses the needs of South African Heads of Mission. Two lesson plans and an evaluation activity based on the curriculum are also suggested.

This research and development dissertation researches the oral expression of adults of levels B1, B2 and C1 attending conversation classes at the French Alliance of Johannesburg; it aims to identify obstacles in oral expression and to propose remediation tools. The students were questioned on their expectations, needs and difficulties, and teachers on their needs and course techniques, through questionnaires. Pedagogical worksheets were developed for the teachers, and were implemented in the researcher's own conversation classes, after which learners' satisfaction was evaluated. The pedagogical worksheets presented in this study attempt as far as possible to meet the expectations, needs and difficulties expressed by the learners, and to provide practical assistance to the teachers of conversation classes.

Our study aims to review the state of the teaching/learning of FLE in Zimbabwe and draw up the profile the FLE teacher to lead to the creation of an association for French studies in the interest not only 'professionalising' the craft of the FLE teacher in Zimbabwe but also to ensure the sustainability of the offer of French language instruction in all schools in the country. The association would serve as a platform for exchange and professional development for current and future teachers of FLE. It would work to build professional, educational, language and cultural skills for teachers or refresh these skills so as to ensure the increased quality of teaching French in the country. In the face of new and diverse audiences and challenges, the teacher of FLE Zimbabwe needs to continuously keep abreast with these evolutions. It is therefore imperative to develop the right set of skills in order to better handle new professional situations both at the individual and group level.

The aim of our study is to expose in the first place the possibility to develop oral skills using a cellphone in teaching French as a foreign language, and then discovering whether a specific audience, the new generation, prefer working on computers or cell phones when it comes to their oral skills. To achieve this objective, we created a series of activites using a cellphone application and a specific computer program. These activities were presented to the students of the North-West University (NWU) on the Potchefstroom campus. We administered questionnaires both before and after the activites to discover students' preferences in working on the two different platforms. From the results we came to the conclusion that students, or more specifically, the new generation, prefer working on their cellphones. Furthermore, we presented recommendations to those who wish to continue research or create and implement activities using a cellphone in language learning.

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