La Pragmatic competence in the teaching-learning of foreign languages: an analysis of the linguistic production of FLE students in specific contexts

Abstract

This article aims to present an analysis of the linguistic production of students of French as a Foreign Language (FFL), focusing on pragmatic issues. The aim is to identify the level of pragmatic competence possessed by FFL students, as well as the pragmatic resources and strategies they employ in order to establish communication in the target language in a given context. In turn, this study seeks to assess the level of pragmatic competence through pre-existing grilles d’évaluation, i.e. previously developed by specialists in french teaching-learning. Finally, a reflection on the assessment of pragmatic competence in french teaching-learning will be presented, proposing a grille d’évaluation, based on the proposals of the specialists, to make assessment more formative, fairer, more transparent and more authentic.