Oral Interaction in FLE Classrooms: The Case of Afghan Students

This study aims to examine spoken language use in French as a Foreign Language (FLE) classrooms in order to identify ways to facilitate oral interaction and optimize classroom communication, which is one of the primary objectives of teaching. This study thus arose from personal reflection during the many years I spent teaching in the French department at the University of Kabul. Throughout those years, the major problem we observed among our students, regardless of their level, was primarily in the area of oral interaction. My own observations on this matter align with those of my Afghan and French colleagues. I will focus more specifically on certain obstacles to speaking in language classes among Afghans that have seemed to recur repeatedly, based on observations and interviews conducted outside the scope of my research. In my opinion, it is very important to create a classroom environment characterized by openness, tolerance, and a non-competitive atmosphere in order to encourage active participation by learners in French as a Foreign Language classes.