Abstract EN:

The learning of french as a foreign language in a country like greece forms part of a representational problematics dealing with the semio-pragmatics of the object that is the foreign language. As a matter of fact, the french language, in greece, combines with a permanent semiotic field ratified by socio-cultural practices, (more or less articulate, more or less coherent) which have repercussions on the manifest behavioral patterns of the main actors of the didactic act. Precisely, french language learning in greece determined by representations of the demand (more or less concrete) of psycho-social agents, far from suggesting a linear order of the social organized by a supreme linguistic rationality linking strategies, practice and ends, reveals the complexity of representational communication. The qualitative and quantitative research conducted confirms, to the extent possible, the influence of representations of french as a foreign language on the didactic act itself. Therefore, didactics can not be limited solely to the methological aspect of teaching / learning of french as a foreign language. On the contrary, as a discipline of science and human experience, it is opening out to the interdisciplinary crossroads of the psycho-social aspect of representations in communication.