Collégiens, apprenants hellénophones de FLE et leur compétence de réception et de production d’énonces appartenant à un registre de langue parlée

A spontaneous interaction between a Greek-speaking learner of French as a foreign language and a native speaker can sometimes give rise to misunderstandings, particularly when certain oral expressions—belonging to a familiar or implicit register—are interpreted literally or outside their cultural context. For instance, a simple comment about someone’s insistent gaze may be perceived differently depending on the interactional norms specific to each language and culture. Such situations highlight the challenges learners may face when exposed to authentic spoken language, which often diverges from the normative structures of written language. It is precisely this type of exchange that formed the basis of the corpus used in an experimental study conducted with B1-level French as a foreign language students at a Franco-Hellenic institution in Athens. The main objective of this research was to determine to what extent these learners are able to understand and interact in spontaneous communication situations where the language is marked by subjectivity, implicit meaning, and the specific features of orality. The study also examined how spoken French is integrated into French as a foreign language curricula at this level, as well as in the most commonly used textbooks. The analysis is based on the Common European Framework of Reference for Languages, and draws on theoretical foundations from the work of Puren in language didactics, Kerbrat-Orecchioni in enunciation theory, and Di Cristo regarding the prosody and intonation of contemporary French. The working hypothesis is that learners face significant difficulties in understanding and producing utterances belonging to the informal spoken register, especially when these involve subjective elements or implicit meaning

Cite this article as: Fykari, I. (2026). Collégiens, apprenants hellénophones de FLE et leur compétence de réception et de production d’énonces appartenant à un registre de langue parlée. HAYEF: Journal of Education, 23, 0022, doi:10.5152/hayef.2026.26022.