Dispositifs pédagogiques, acquisition du français langue étrangère et performance à un test standardisé : analyse scientifique du TEF Canada auprès de candidats iraniens

This paper belongs to the field of applied linguistics and French as a foreign language didactics. It aims to provide an in-depth analysis of pedagogical training devices implemented in TEF Canada preparation courses and their impact on Iranian candidates’ performance. Based on a mixed-methods doctoral research design, the study examines the relationship between pedagogical resources, teaching practices, institutional organization, and the acquisition of linguistic competencies assessed through a high-stakes standardized language test. The findings indicate that candidates’ difficulties are primarily linked to structural and pedagogical constraints rather than individual factors, particularly affecting listening and speaking skills. The paper highlights the decisive role of authentic input, pedagogical interaction, guided output, and regular mock examinations in improving test performance, and contributes to current discussions on language testing preparation within applied linguistics.