Figurative Language Acquisition and Generative Artificial Intelligence in FLE: A Phraseodidactic Approach with Georgian Learners

This study explores the intersection of phraseodidactics and generative artificial intelligence (AI) within the context of teaching French as a Foreign Language (Français Langue Étrangère - FLE) to native Georgian speakers. Drawing on Conceptual Metaphor Theory (CMT) and cognitive approaches to second language (L2) vocabulary acquisition, this exploratory classroom case study investigates how intermediate university learners ($N = 15$) comprehend, interpret, and produce L2 metaphorical expressions when supported by large language models (LLMs). Over a two-week action research intervention, participants engaged with a structured pedagogical framework alternating between autonomous AI consultation and human teacher mediation. Written production artifacts, interaction logs, and learner reflection journals were systematically evaluated using a dual-coded analytical rubric across four primary dimensions: frequency of use, contextual adequacy, conceptual complexity, and originality. The empirical findings reveal a distinct performance gradient dictated by cross-linguistic transparency; learners demonstrated high operational mastery of transparent expressions sharing conceptual structures with Georgian or English (M = 74.3%), but experienced sharp drops in accuracy when handling culturally unique, opaque idioms (M = 29.6%). Crucially, qualitative analysis demonstrates that while LLMs provide effective low-friction validation for transparent forms, their automated definitions fail to override literal image interference in opaque structures without explicit intercultural scaffolding. Furthermore, the study identifies a robust correlation between idiomatic opacity and the triggering of high-level metacognitive monitoring behaviors. Based on these insights, a three-phase instructional integration model is proposed to optimize technological scaffolding while safeguarding the irreplaceable role of human pedagogical mediation.