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Abstrak :
ABSTRACT
Passé Composé (compound past) is probably one of the most difficult parts of teaching French language: two different auxiliary verbs which are difficult to be conjugated, a number of irregular past participles which, according to the auxiliary verb, are held with the subject. Therefore, most of the teaching methods start from regular verbs, and then introduce irregular verbs progressively. This « layer cake » method of teaching is very hard for students to assimilate. On one hand, it prevents them from expressing a variety of experiences they have had before. On the other, it makes the process of learning the compound past far longer and confusing. That is the reason that we have applied another method called « Isabelle's day », a playful way to learn compound past, and found certain good results in some institutions in Japan. In the class, groups of two or three students assemble the pieces of a jigsaw puzzle which corresponds to various activities in an ordinary day of a French student in a recent past. This method is based on actions: it encourages smooth communication in the groups as it is directly related to daily life. Firstly, the students complete the above task and discuss the pertinence of their choices. Secondly, they make assumptions about the construction of the compound past. At the end, this exercise integrates some socio-cultural elements into the process of learning French; touching daily life in France: what time a French student wakes up, how he/she goes to university, or how he/she works after his/her studies.

Abstrak :
ABSTRACT
The DELF, Diplôme d'études en langue française (Diploma in French Language Studies) and the DALF, Diplôme Approfondi de Langue Française (Diploma in Advanced French Language) are certifications of French-language abilities for non-native speakers. These diplomas were created in 1985 by French Ministry of Education in order to catch up with the promotion of the other languages such as English, German and Japanese for non-native speakers through the official exams and certifications. At the beginning, the influence of DELF and DALF was limited. However, after 2001, they became a worldwide reference in the field of language exams to measure the ability for non-native speakers due to two reasons. Firstly, the developers of DELF and DALF aimed to make their levels to correspond to those of the Common European Framework of Reference for Languages. Secondly, the realisation of the exams was centralized in the International Centre for French Studies (Centre international d'études pédagogiques, CIEP) in order to have the same quality, legitimacy and standard of assessment for all the candidates in the world. In this paper, we introduce the different stages of the quantitative and qualitative evelopment of the DELF-DALF in the world and, particularly, in Osaka. We also show how these new exams totally and successfully have changed the evaluation process, the teachers training and, at the end, all the teaching materials in French language.