The aims of this research were, first, to compare French language teachers' characteristics and their works at the higher Education level between the beginning phase of the Sixth National Development Education Scheme (1989) to the middle phase of the Seventh National Development Education Scheme (1994). Second, to compare French language teachers' state and problems in teaching French in the years 1989, 1994, and 2001. Third, to compare the opinions of French language specialists and French language teachers concerning important problems in teaching French and suggestions to solve the problems. The data of this research were collected form 105 questionnaires which were sent to French language teachers in 15 faculties of 9 Government universities. 74 of 105 questionnaires (70.48%) were returned. The results of this research were as follows: 1. Trends of changes in French language curricular structure and number of personnels. 1.1 French language curricula structure: there were 15 French language curricula.The majority was under the Western Language curricula. The majority was under the Western Languages Department or the French Language Department of the Faculty of Humanities and the Faculty of Education. At the Undergraduate level, the average credits increased from 56 to 59 in the French language major program, and decreased from 29 to 23 in the minor program. There were no changes in the two-major and the One-major programs. At the Graduate level the average credits increased from 44 to 48. At the Doctoral level, the academic year 1995 and the number of credits was expected to remain unchanged in 2001 1.2 Number of personnels : there were change in the number of personnels in 15 curricula at each level. The number of Undergraduate teachers decreased while the number of those who taught at both the Undergraduate and Graduate levels and only the Graduate level increased. On the whole, then were 120 teachers in 1989, 130 teachers in 1994 and 139 teachers were expected in 2001. 2. Trends of changes in French language teachers, characteristics, works and expectation. 2.1 Physical and academic characteristics: most French language teachers were female with ages ranged from 36-45 years old. Academic characteristics in creased in terms of qualifications, teaching experience, scholarships from French Government, academic positions, and quantity of academic works. 2.2 Characteristics in work load: the work load did not changed. Most French language teachers taught an average of 7-8 hours a week. However, their work load decreased at the Undergraduate level and increased at the Graduate level. Besides, many of them were entrusted with other duties such as being guest lecturers at other institutes, advisors to the French or Foreign languages Club, academic advisors, and members of the Faculty committee. 2.3 Expectations in their future: the majority of teachers expected higher academic positions and teaching experience. In the future, the type of work they were interested in doing was teaching and producing academic works. 3. Trends of changes in methods of teaching and activities. 3.1 Methods of teaching: the application of a eclectic method increased. 3.2 Characteristics of teaching preparations and instruction: the teaching preparations clearly changed. Previously, they prepared the lessons according to the course descriptions and available content. However, 10 2001, they expected that they could study from other sources. Regarding the teaching content, they used to concentrate the most on content comprehension, but in 1194 and 2001, they did and would concentrate on critical thinking. 4. Trends of changes in using instructional media, there was increase in the use of instructional media. The majority of teachers was in favor of using printed authentic materials and sound authentic materials. 5. Trends of changes in measurement and evaluation. Most teachers had a tendency to engage in activities concerning measurement and evaluation such as the pre-scheduled written examinations, the evaluation for analytical and critical thinking, and the application of test results to improve the learning and teaching. 6 Important problems and suggestions. The French language specialists and the French language teachers had the some opinions regarding 3 important areas: 6.1 Problems concerning learners and suggestions. The most important problem was the learners' lack of basic knowledge in French. The French language specialists and the French language teachers suggested that there be a continuity of the Secondary and Undergraduate curricula. 6.2 Problems concerning teachers and suggestions that the French language teachers had a small number of academic works while the French language teachers thought that their works had problem in quality. However the 2 groups had the same suggestion. The is, the administrators had to make an effort to provide them with the facilities to support the production of academic works. 6.3 Problems concerning instructional media. The French language specialists and the French language teachers had the some opinion that there was a lack of modern instructional media. The French language specialists suggested the institutes to request the aids from the French Government. The French language teachers in the other hand, suggested an establishment of instructional media and Document center for the use among universities.
