Project-based learning is often presented as what should be the didactics of teaching nowadays. In a diachronic perspective of the teaching of French Specific Purpose (FSP), it is a methodology which proposes to go beyond the principles proposed in the language/action perspective, with a perspective based on the context and the real motivations of the student. This article proposes some reflections based on the project VETOclub debate club, Moldova State University, which allows students in political sciences to be able to define in a democratic and collaborative way its own semester projects, how it was organized and the final result produced. Active participation and motivation are the two main factors underlying the students group dynamics and the final result in terms of behavioral (interpersonal skills) and linguistic (knowledge and know-how) learning.
