The Status Of French Phraseodidactics In Italian Context

This paper analyses the role of French as Foreign Language Phraseodidactics in Italian academic context. In Didactics of French as Foreign Language, for example, thanks to Bally’s legacy (1951 [1909], vol. I, II), numerous attempts at didactisation of fixed expressions were produced either on French-speaking ground (Binon & Verlinde, 2003 ; Cavalla & Crozier, 2005 ; Cavalla et al., 2005; Tutin, 2007 ; Granger & Meunier, 2008; Cavalla, 2009 ; Legallois & Tutin, 2013 ; Cavalla, 2014) and on non-French speaking ground (Lüger, 1997, 1999 & 2004 ; Ettinger & Stölting, 1992 ; Ettinger, 1992 ; González Rey, 2002, 2007a/b, 2010). Despite the rapid growth of French Phraseodidactics, limited empirical research has been conducted in Italy and, according to Balboni (1998) and Lillo (2012), in Italy we could observe a lack of interest in the lexicon Didactics. This article presents evidence from related empirical studies recently conducted in Italian context and it suggests the status of French Phraseodidactics research through the analysis of the academic pedagogical programs.