Un exemple de texte programmateur hybridela programmation didactique en français

Abstract

In this article we analyse the singularities of French when writing and phrasing a teaching syllabus (teaching programme) for the state exams to become a teacher at the Secondary Education level. This is a text that lays out some difficulties for the candidates, since it is drafted by French speakers, but not necessarily native speakers, and it is subject to the Spanish writing rules imposed by law in the field of education. For that purpose, we present the phrasal, textual and discursive characteristics of the teaching syllabus as a type of text framed in the procedural discursive genre. These texts fulfil an important pragmatic function insofar as they are intended to enforce an organized series of instructions, that is, they intend to execute an action (perlocutionary effect of the speech act to convince the selection board and put into practice the teaching process). In addition, they are hybrid texts from the semantic (they contain different semantic fields) and discursive (they are regulatory and procedural) point of view. For these reasons, the adequate formal and material presentation of this programmed action contributes to the success and effectiveness of the didactic programming.