YABANCI DİL OLARAK FRANSIZCA ÖĞRETİMİNDE ANLAM(BİLİM)SEL YETİNİN EDİN(DİR)İLMESİ"

The methodology in didactics of language is certainly one of the most dynamic in terms of epistemology of human science. This is due; on the one hand to the evolution of technological communication, on the other hand to the social, economic and political breakthroughs such as the globalization that accomplished by a constriction of international relations completely modifying the needs of communication in didactics of foreign languages, therefore, the national education policies as regards foreign language teaching is also managed by the international authorities like the Council of Europe of which Turkey is one of the founder countries. It's exactly in this perspective that a modern person is portrayed by this Council as multilingual and multicultural that finds expression completely in the piece of work such as Common European Framework of Reference for Languages thus communicative, cognitive approach and action based perspective that follow each other are the principal guideline of all the methodologies in didactics, therefore teaching and learning of foreign languages are described in terms of communicational competence which include the components like linguistic, sociolinguistic and discursive competence. Moreover, communicative approach gives a priority to the transmission of meanings by highlighting entirely as the objective in didactics, the acquisition of Semantic competence. We intent to review the lines of conduct of an acquisition model of the semantic competence in didactics of French as a foreign language turning to structural semantics not only with semic analysis and theory of fields but also with prototype semantics in the category of cognitive semantics in order to discuss significance of this approach for foreign language teacher as well as learner.