Recently, there has been a growing interest in ‘Flipped learning,’ a learner-centered approach that introduces the paradigm of future education. The aim of this study is to introduce a new method of Flipped learning and to identify its applicability to French grammar class in universities by adequately responding to learners’ needs and expectations. In chapter 2, we examine the necessity of introducing Flipped learning in the teaching of French grammar in universities. In chapter 3, we present the teaching and learning process divided into three steps: pre-class, in-class and after-class. In the pre-class step, learners understand the basic concepts by watching a pre-class video, solve basic questions and prepare authentic materials for discussion. In the face-to-face class, learners ask more questions, engage in a variety of activities with the instructor or their peers, and discuss or lead grammatical conceptualization about contents. In the after-class step, learners complement their weaknesses and deepen their knowledge. The teaching of French grammar based on Flipped learning, compared to the traditional teaching method based on lectures, allows learners to actively engage in their own learning process, to have more opportunities to interact, to gain a deeper understanding of grammar and to improve self-directed learning skills.

I. 서론
 II. 플립드 러닝과 대학 프랑스어 문법교육
  1. 플립드 러닝의 개요
  2. 대학 프랑스어 문법교육에 플립드 러닝의 도입 필요성
 III. 플립드 러닝을 활용한 대학 프랑스어 문법 교수·학습 절차
  1. 수업 전
  2. 본 수업
  3. 수업 후
 IV. 결론 및 제언
 참고문헌

• 이송(부산대학교 사범대학 불어교육과) | Song Lee