“Action-oriented Approach (AA)” as a new teaching method has taken an important role in teaching and learning of French Education during past 10 years. However, even though the new teaching method is very welcome for educators, now it is the time that we have to consider whether the key principle and fundamental notion of this approach is suitable for our language education environments and is theoretically appropriate for education. For that, it is necessary that we have to carefully examine this “Action-oriented Approach” from two points of views. First of all, from the angle of foreign language education, we need to verify whether this new approach could be appropriately applied in teaching and learning of Korean foreign language education or not. Secondly, from a societal perspective, we need to examine how this method, considering language education as everyday life itself, can handle some critical perspectives in the point of “status in quo” of “AA”. It has been criticized that language education as everyday life itself can make learners in everyday life to unconsciously acquire maintaining the ‘status quo’ during actions such as “educational inequality”. It is expected that this kind of examination will suggest us an improved way of “AA” for more effective and appropriate practice of French Education, and will give us an opportunity to think about the better way of teaching and learning model by “AA” in Korea.

Ⅰ. 서론: 연구 목적과 연구 방법
 Ⅱ. 교수∙학습이론으로서의 행위중심접근법
 Ⅲ. 행위중심접근법의 교육적/사회적 가치의 검토
  1. 교육적 관점
  2. 사회적 관점
 Ⅳ. 행위중심접근법의 개선방향성 모색
  1. 사회적 과제 개발을 위한 교수자와 FLE 연구자의 공동 노력
  2. 교수자의 전문성 강화와 역할의 재개념화: “사회문화적 중재자”
  3. 프랑스어교육과 관계되는 학습자의 언어적 일상에 대한 연구
 Ⅴ. 결론
 참고문헌

• 조성희(서울대학교) | Cho, Sung-Hwe