This work is primarily a reflection on the teaching of FLE in the European context with emphasis on literary and intercultural aspects. In most FLE textbooks, the literary text is provided from level A2 of the Common European Framework of Reference for Languages. Obviously the use of texts varies according to the textbooks and methods of teaching. We will try to develop the place of literature in French as a foreign language class and its importance as a teaching aid. Literary texts have long been used as an educational tool in the teaching of a foreign language. The role of literature remains essential in learning the culture and civilization of the Other. The literary text comes back after a disputed period and offers teachers and learners choices for easier organization of linguistic, literary and cultural lessons. Key words: Literature, text, teaching, textbook, pedagogical support, intercultural Résumé Ce travail consiste, avant tout, à faire présenter une réflexion sur l'enseignement du FLE dans le contexte européen mettant l'accent sur des aspects littéraires et interculturels. Dans la plupart des manuels du FLE, le texte littéraire est prévu dès le niveau A2 du Cadre Européen Commun de Référence pour les Langues (CECRL). Evidemment l'utilisation des textes varient selon les manuels et les méthodes de l'enseignement. Nous allons essayer d'élaborer la place de la littérature en classe de français langue étrangère (FLE) et son importance en tant que support pédagogique. Les textes littéraires se présentent depuis longtemps comme outil pédagogique dans l'enseignement d'une langue étrangère. Ils reviennent après une période contestée et offrent aux enseignants et apprenants des choix permettant une organisation plus facile des leçons linguistiques, littéraires et culturelles. Le rôle de la littérature reste essentiel dans l'apprentissage de la culture et de la civilisation de l'Autre. Mots-clés : littérature, texte, enseignement, manuel, support pédagogique, interculturel IntroductionLe texte littéraire est sans doute le support le plus adapté dans l'enseignement d'une langue étrangère. Il offre, depuis toujours, de riches ressources langagières et interculturelles qui de nos jours représentent un enjeu majeur dans l'éducation. Cet article s'intéresse aux caractéristiques du texte littéraire en tant que support pédagogique dans l'enseignement/apprentissage d'une langue étrangère, en l'occurrence la langue française. Le texte littéraire est considéré comme le meilleur dispositif pédagogique dans l'enseignement du FLE qui aide l'apprenant à mieux acquérir la langue. Son utilisation varie en fonction des systèmes éducatifs, de nombreux pays, encore de nos jours, continuent l'enseignement selon les approches traditionnelles.

Education in general adapts according to the evolution of our societies and technological evolution. The textbook has long reigned in all educational systems in all countries. Today, thanks to developments in technology, the teaching and learning of literature have new teaching aids. Changes as revolutionary as the digital world offer a transformation in education by integrating the text-image-screen relation to a reflection of the teaching of literature more based on the supports (computer, tablets, connected objects) and their tools (sites, software, web). Integrating technologies into the teaching process encourages teachers and learners to use information and communication technologies (ICTs). For the past few years, digital technology has been providing tools (Dropbox, Annotation Studio, PairForm ...) that make it possible to organize and share documents and pedagogical files between teachers and students. This new digital strategy is also an integral part of the teaching of literature. We can then wonder about this new form of teaching: how does the methodology of digital technology transform the process of teaching and learning of literature?

What is an individual? Where does his identity lie? All novels are looking for an answer to this question.Indeed, by what does a self-define it-self? Milan KunderaThe need to know oneself, to assert one's identity, belongs to each individual, each community and each culture. Identity can be considered as the temporary result of a cultural process in constant transformation.The study focuses on two literary works, Les Misérables by Victor Hugo and Avril Brisé by Ismail Kadaré, with the common theme of the quest for identity. The particularity of the character of Victor Hugo lies in the quest for his identity. Jean Valjean is in the center of Les Misérables and becomes a testimony to the power of the quest for identity. Hardened by prison and saved by the kindness of Mr. Myriel, Valjean is a symbol of the courage to be oneself and to assert oneself in front of others with an ability to change. After accepting to change the identity in all forms, the character accepts the world in which he lives, since, in the end, he occupies a place in society: Mayor of Montreuil and father of the little Cosette. Ismail Kadaré marks the opening of Albanian literature on the world, highlighting the Albanian identity and portraying in the image of each character the mark of the honor of the name and the family. In his novel, Avril Brisé talks about George, a young man, whom the company guides him and the first characteristic of the character is to wander on the roads of bessa rather than to act there.; In this quest, he knows in advance that his goal is only a desire, for the identity never allowed to identify oneself, to possess oneself fully; it belongs to Kanun, regulating the whole life and destiny of man. The issue of the quest for identity that runs through these two works will be analyzed, through the relationship between society and individual.

In the era of audio-visual, the literary text is difficult to understand, especially, the fact to be relevant to our students learning French as a second language, the understanding, however, continues to pose obstacles to the learning access of language and didactic knowledge. Thanks to the Literature and Cinematography module, we could ascertain the importance of image education, both pedagogically and didactically. The visual and sound language transmitted by the cinema allows students to easily understand the target language. The cinema is an artistic and cultural medium capable of facilitating literary education in the XXI century. The most complex and intriguing female character in French literature, Emma Bovary of Flaubert is the heroine who always returns to the honor of cinematography. Although Madame Bovary's adaptations tell the story of Emma's life, yet each director gives the character his vision, his interpretation. This study will examine the power of film adaptations of Madame Bovary: Jean Renoir (1934), Vincente Minnelli (1949), Claude Chabrol (1990 and Sophie Barthes (2014). Our paper consists of showing how to make a clear literary comparison about Madame Bovary's cinematographic adaptations as well as about the work and its reception.

Проблема и цель.Основная цель проведенного исследованияопределить значение и показать важность построения не конкретного правила, а процедурной модели, которая придала бы конкретную форму более сложной синтаксической структуре, облегчая ее запоминание на продвинутом уровне обучения, даже в университете.Методология. Авторами применяется моделирование образовательного процесса в университете.Результаты. Авторами исследования представлены выявленные трудности использования некоторых французских синтаксических структур албанскими студентами. Авторы приводят значимые характеристики изучающего язык на продвинутом уровне. Предполагается, что образовательный процесс состоит из двух этапов: первый этап состоит из общих процедур, создающих синтаксические структуры для построения модели или стратегии запоминания (первоначальное процедурное правило); второй этап учит этой модели через повторяющиеся упражнения. Анализ таких трудностей в грамматике и предложение стратегии, облегчающей изучение FLE (французского языка как иностранного (FFL French Foreign Language)), позволят албанским студентам лучше выражать себя на французском языке и в конечном итоге стать хорошо подготовленными преподавателями.Наша цель состоит в том, чтобы предложить студентам инструменты, необходимые им для самостоятельного выяснения правил, приобретения способности создавать формы или синтаксические повороты и применять их на практике.Заключение. Мы стремимся помочь студентам понять прочные основы лингвистического анализа, познакомить их с синтаксическими структурами наиболее сложных выражений французской грамматики, соблюдая при этом ее фундаментальные правила, переводя их в точном и приятном для слуха виде.Ключевые слова: модель обучения; основы лингвистического анализа; синтаксическая структура; сравнение; французский язык как иностранный.Баде Байрамидоктор наук, доцент кафедры французского языка и литературы, факультет филологии, Приштинский университет в Приштине, Косово. Валбона Гасхи-Берисхадоктор наук, доцент кафедры французского языка и литературы, факультет филологии, Приштинский университет в Приштине, Косово.