| Summary: | The purpose of this article is to describe the innovations of foreign language didactics according to The Common European Framework of Reference for Languages (CEFR henceforward), above all, all those that are connected with FLE (French as a foreign language) textbooks used in secondary education in Andalusia. It relies on an exhaustive analysis of the CEFR as well as a description of the French certification exam par excellence, Diplôme d’Études en Langue Française (DELF henceforward), as its direct application, and finally an investigation of secondary education FLE textbooks in Andalusia, which ends in a similar imbrication. This study also shows the transformation of foreign language didactics in accordance with the last decade enunciative pragmatics theories evolution. Indeed, the influence in the world of education enables the change from normative grammar, then functional, generative or transformational to communicative grammar. The latter points out the language use, describes speech acts according to the speaker’s intentions and interlocutor’s expectations, and it is interested in pragmatics issues, with essentials consequences in FLE course contents, instruments, classroom organization and corpus.
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