The current paper is dedicated to analysing and classifying speech acts while teaching French as a foreign language with the help of Reflets 2, (a study book targeted to adolescents and young adults) edited by Hachette. The classification of speech acts was done after the taxonomies of John Searle and John Langshaw Austin. We have chosen to use in our research the speech acts of these two pragmatists because their work offer exhaustive classifications that had a huge impact on the methodology of teaching foreign languages. The choice to engage taxonomy of speech acts in the methodology of teaching is very simple: the speech act is very commonly used in teaching French as a foreign language. Using the communicative approach in teaching languages enhances the introduction of speech acts in the course books as a methodology of teaching French as a foreign language. In 1976, due to the works of the European Council together with the emergence of Niveau Seuil, the pragmatic current greatly influenced the methodology of foreign language acquisition, which has ended in dedicating the third section of this work to speech acts. Therefore, what was once considered a small unit in the communication process, has transformed into a proper teaching unit which will always be present in the methodology of teaching French as a foreign language. The aim of introducing these speech acts in the French language teaching / learning is to train the learners to become authentic French speakers who are able to do real language interventions in French while speaking with other interlocutors.
Key words:
speech acts, teaching French as a foreign language study book, Austin, Searle, didactics of French as a foreign language
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