The purpose of this paper is to seek to highlight the usefulness of storytelling skills for the development of transversal competencies in the context of FLE teaching / learning in Romance philology at Adam Mickiewicz University. As a first step we define the importance of transversal competencies in developing the general communicative competence of the student as a participant in social life, then we go on to describe narrative competence as transversal competence and to show its role in managing the 'SOI' integrity, finally, we concentrate on developing narrative competence on Roman philology at Adam Mickiewicz University.

The goal of this paper is to outline the possibilities of the use of drama techniques as a tool to support development of the linguistic creativity of students of French. The paper consists of three parts. In parts 1 and 2 the author presents the theoretical foundations of the teaching techniques proposed, and these are then presented in part 3.

The purpose of this article is to present the learning foreign languages as an activity supporting the self-improvement and the development of creative competences. The article consists of three parts. The subject of the first part is an evolution of the concept of creativity, characteristics of the  research paradigms of creativity and links between the self-improvement and the creative competences. The focus of the second part is neurobiological and intrapsychic basis for self-improvement and development of creative competences. The third part shows the benefits resulting from the activity of learning foreign languages in the context of self-improvement and development of creative competences.

The purpose of this paper is to present theatre workshops as a tool for reducing the linguistic anxiety of students and supporting the development of linguistic competence, discourse competence, personal and interpersonal competence in the context of teaching and learning French as a foreign language at the Romance philology. As a first step, we look at the sources of inspiration and the approach, mission, objectives and conditions of the theatre workshop, then we go on to briefly describe how it works and, finally, we concentrate on the challenges of the Teaching act.

Abstract. Blacharska-Szmigiel Marzena, Moreau Anne-Claire, Le va-et-vient The aim of this paper is to answer the question if the use of the Polish language by students during the workshops of creative language behaviors in philological studies hinders or facilitates students' learning of French as a foreign language. In the fi rst part of the paper, we specify the properties of creative language behaviors and their development in the learners of French as a foreign language, then we characterize the creative language behavior workshops organized for our students of French as a foreign language, and fi nally we discuss the results of our research concerning the use of the Polish language by students during the above-mentioned workshops.Il est de plus en plus populaire de voir, dans les manuels d'enseignement des langues étrangères, plusieurs langues cibles se cotoyer, autant dans la partie lexique que dans les supports d'activité proposés. Ce choix des didacticiens de présenter les langues étrangères en synergie est un produit de notre temps, à une époque où les langues et cultures tendent à vivre en communauté toujours plus rapprochée. Mais si ce phénomène de mixité linguistique semble être accepté dans le milieu des langues cibles, un autre, toujours considéré avec une grande réserve par les enseignants par peur des interférences existe également : le recours à la langue maternelle dans le processus d'apprentissage des langues cibles. Or, cette tendance est souvent observable, même dans les cours de français pratique de la philologie romane à Poznań, pendant les premières années d'études, comme chez les étudiants du deuxième cycle.Face à ce constat, il devient urgent d'analyser si le recours à la langue maternelle en classe de langue -et plus précisément dans notre cas, si le recours au polonais en classe de FLE -freine l'apprentissage comme on en convient souvent, ou bien s'il n'aurait pas une fonction motrice dans le processus d'acquisition de la langue cible. Nous tenterons, dans cette présente communication, de répondre à ce problème en nous appuyant sur l'observation de l'atelier de la créativité proposé à la philologie ro-