L'analyse du texte écrit: Quelle efficacité pragmatique en français L2?

Our article aims to analyze the pragmatic effectiveness of texts written in French as a second language (L2) by Italian-speaking university readers with previous knowledge of the foreign language. The case study, carried out on 106 texts, reveals the influence of the native language on the L2, both for reading comprehension and for writing tasks. Being familiar with the topic, being able to exploit research tools and having lexical competence affect pragmatic effectiveness and guarantee an interactive approach, favoring the activation of the interaction between reader, text and context. Thus, during their writing task, readers will merge illocutionary competence (ability to produce speech acts) with socio-linguistic competence (choice of vocabulary suited to the context) to achieve pragmatic effectiveness. The analysed data, along with a supplementary questionnaire on the strategies used in understanding and text production, will shed some light on the mechanisms chosen by the typically-developing reader student to satisfy the request (answering some questions) and on the difficulties that hamper the passage from efficiency to pragmatic effectiveness. In fact, according to the findings, authentic and reader-oriented production, which departs from the words in the text, and which is based on a principle of lexical compensation, seems to be rarely adopted by students. Why? How can we favor this kind of production? At the end of the article, we try to answer the questions raised.