This study presents a model for teaching a French conversation course on the college level. The research is based on French language classes in Quebec general education and professional colleges (CEGEP). The first part states the problem, examines several programs, describes the organization of the conversation classes, presents several language learning theories, and applies them to the conversation class. The second part outlines a methodology and develops each part of it. An attempt is made to find solutions to problems related to the selection and presentation of content, and the organization and conduct of classes. Insights from group dynamics and adult education methods are brought to bear upon the various methods and activities presented, with reference to determined learning objectives. The activities have to do with students' preparation for communication activities that allow the student to reinforce the expressions, vocabulary and techniques for effecting communicative acts which were learned during the preparatory phase, and activities to improve communicative competence, such as correction of errors, grammar, listening comprehension exercises, and pronunciation exercises. A final part outlines the problem of evaluation and gives some references that may be useful to the teacher. (AMH)