The Illocutionary Acts in the Didactic Discourse of French as a Foreign Language: Study Applied at the Beginner Level

Abstract

Since early 1980, the didactics of French as a Foreign Language have been significantly marked by the pragmatic-enunciative approach. It postulates that grammar is only taught for the benefit of the enunciation and that any form is equivalent to a function in communication. In the teaching of FFL, in regard to access to the language, the preference for the use of speech acts is recognized. In this study, we investigated the occurrence of speech acts as a teaching/learning unit in the A1 level French textbooks published in Romania. We analysed to what extent the presented acts of language activate the grammar or vocabulary previously exposed in the supporting texts of the teaching unit where they are integrated.