This article analyzes the main cognitive processes involved in learning French as a second foreign language. In particular, the role of perception, memory, attention, thinking, and metacognitive strategies in language acquisition is examined from a theoretical and scientific perspective. The study highlights the psycholinguistic and neurocognitive foundations of second foreign language learning, as well as the influence of the mother tongue and the first foreign language on the acquisition of French. Special attention is paid to cross-linguistic transfer, cognitive load, and learner autonomy. The research findings emphasize the importance of applying cognitive and learner-centered approaches in the effective teaching of French. The article concludes with methodological recommendations for foreign language teaching practice.

Cognitive processes, second foreign language, French language

Develay, M., Gaonac’h, D., Hagege, C., Vigner, G.

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