L’emploi du texte littéraire en classe de FLE par trois enseignants de lycée en Suède et en Suisse

Sammanfattning: Research in language didactics shows that literary text can and should be exploited in foreign language teaching starting from beginner level. Nevertheless, high school teachers of French as a foreign language in Sweden tend not to incorporate the literary text into their teaching. The most commonly invoked reason is the language difficulty. In this work, we study the case of two teachers in Sweden and one teacher in Switzerland who use literary texts in French classes. The focus lies on the types of texts chosen, the tasks associated with the texts and the skills to be developed. The study is based on the qualitative method of semi-structured interviews which allows a detailed overview of the information. The analysis shows that the teachers choose the texts in relation to three different aspects: the subject, the length of the text and the difficulty of the language. Tasks differ depending on the students' level of acquisition, teaching objectives and classroom conditions. Oral and written production activities contribute to the development of different language skills, including pragmatic skills.