Abstract
<p class="apa">This paper analyses the written competence and corpus of Iranian learners of French at two levels (A1 and A2). The data were collected in a quantified and qualified manner with auto evaluation grids and narrative text writing to analyze the action-oriented approach textbooks’ efficiency in writing. Basically the approach of the three manuals, <em>Alter ego, Echo and Connexions</em> advantaging of the implicit approach grammar teaching, calls into question their effectiveness regard to the written skill. The <em>Alter ego</em> manual is less effective in the teaching of writing skills and in return the Echo manual is more. This difference was especially remarkable about the Content of written productions of three groups of learners. In the Iranian context that we are the only inductive approach does not meet the student needs who are used to learn the traditional manner grammar.</p>
Highlights
In recent decades, in the field of foreign language teaching and learning, we witnessed the acceptance of oral communication in spite of written communication
#1 What is the efficiency of the action-oriented approach textbooks to the development of writing skills of Iranian learners of FLE?
The main objective of our research was to identify whether the textbooks from the action-oriented approach are effective for the development of writing skills at A2 level, what is the most effective manual, what are the errors of the written production of Iranian FFL learners and especially their causes
Summary
In the field of foreign language teaching and learning, we witnessed the acceptance of oral communication in spite of written communication. It was necessary to make the learners capable of speak and understand in oral and reflecting the separation between the oral and written communication skills. As Vivian Cook said, this has led to the unique skills of written language being undervalued and to the lack of attention to the demands that writing places on the learner in a second language (Cook, 2008). A renewal of the writing begins to take place in the classroom, the difference between speech and writing has been accepted. At the start of the twenty-first century, writing classrooms have achieved a more balanced perspective; new pedagogy has begun to develop: traditional teacher-centered courses and academic writing is viewed as communicative social act. Teaching- learning of the written language has become as significant as the spoken language
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