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French is the strongest competitor of the English language. The existence&#x0D;of English is considered to be a threat to French language with the inclusion&#x0D;of a large English vocabulary in French. The threats come not only from&#x0D;English, but also from other foreign languages, including the languages of the&#x0D;countries of immigration living in France and the language of the neighboring&#x0D;countries. The interaction of French with these languages seems understandable&#x0D;and accepted in French politics itself. French teaching methods include today of&#x0D;many vocabularies in foreign languages, which should be free of any foreign&#x0D;influence. It shows that French began to open up, that learning the language&#x0D;should also learn about its culture and all things related. The case is now,&#x0D;not how to stop it, but how to control it and see it as a positive attempt in&#x0D;human interaction. It is the purpose of this study. Linguistically, it is&#x0D;interesting to study this problem using sociopragmatic theory, i.e. considering&#x0D;the practice of the use of foreign languages in the manual of French from the&#x0D;culture and pragmatism. Using data from French teaching methods, the analysis&#x0D;was conducted using a descriptive analytical method, with sociolinguistic and&#x0D;pragmatic as theoretical background. The expected outcome of this study is the  discovery of the positives of the interference of foreign&#x0D;languages in the teaching of French methods and  it does not harm the&#x0D;reputation of French in the eyes of the international community.

L’interférence des langues étrangères dans des méthodes d’enseignement de français : étude sociopragmatique