L'enseignement de la prononciation dans les manuels scolaires italiens de FLE

In this paper we present the results of the analysis of six FFL (French as a Foreign Language) textbooks published in Italy between 2008 and 2012. Our aim was to describe the treatment of phonetics in these textbooks, all of which where inspired by the communicative and action-oriented approach. We wanted to check the existence of a relationship between this approach and strategies of pronunciation teaching. We observed, first of all, that textbooks adopt heterogeneous teaching methods. Notwithstanding their statements, moreover, phonetics is often an excuse to work on the mastery of written language. Textbooks that show a real interest in pronunciation as a communicative competence are adaptations from French textbooks.