The paper examines the issue of pragmatemes as an important element of learners’ communicative language competence in French as a second language. In the first part, analyses and definitions of pragmatemes found in linguistics and in foreign language didactics are presented. The need to link the mastery of pragmatemes with functional competence (a component of communicative language competence), as well as with implicit and/or explicit automatised knowledge, is emphasized. In the second part, the results of an empirical study conducted among students of French as a second language are presented. Here, the ease and difficulties encountered by students in their spontaneous reactions in various micro-communicative situations are examined, in order to propose several conclusions for language teaching and learning.
Piegzik et al. (Mon,) studied this question.