Abstract

In the context of competency-based language education and the action-oriented approach, games are increasingly recognized as an effective pedagogical tool in foreign language classrooms. At the A1- A2 levels, where learners often have limited vocabulary and communicative abilities, game-based activities help reduce anxiety, enhance motivation, and provide meaningful opportunities for language practice. This article presents several theoretical foundations regarding the use of games in foreign language teaching and shares teaching experiences from French A1-A2 classes. Based on classroom practice, the study analyzes different types of games that support specific language-learning objectives and proposes ways of integrating them effectively to improve the teaching and learning of French.

Keywords: Action-oriented approach, foreign language teaching, French A1-A2, language games, learner motivation.