Implicit Meaning in Theatre: Pragmatic and Didactic Insights from Camus’s The Misunderstanding

Implicitness is a central dimension of communication, enabling speakers to convey meaning without explicit formulation. In the teaching and learning of French as a Foreign Language (FLE), mastering implicitness is essential for a nuanced understanding of discourse. Theater, with its dialogic nature and symbolic weight, provides a privileged space to explore this dimension. This article examines implicitness in Albert Camus’s play *The Misunderstanding* (1944), characterized by incommunicability and the tragic effects of the unsaid. Drawing on Ducrot, Grice, and Kerbrat-Orecchioni, we analyze presuppositions, implicatures, and insinuations in the dialogues. Findings show that these mechanisms not only shape Camus’s dramaturgy but also offer valuable pedagogical resources for FLE. We propose classroom approaches such as identifying and reformulating implicit meanings, role-play, and interpretative debate. The study highlights the relevance of literary texts for strengthening learners’ linguistic, pragmatic, and intercultural competences.