This essay aims to explain how teachers of FLE (French: French as a foreign language) teach new vocabulary to students in upper secondary school. In other words, the focal point of this investigation is to clarify which methodsthe teachers use when they explain new vocabulary in a classroom context and how they can support the students’ vocabulary acquisition.  The basis for this thesis is four interviews made in the south of Sweden in spring 2018 and a survey distributed to teachers of FLE through social media and emails. The results revel that the teachers consider that the vocabulary teaching and learning is nearly linked to continuous work with text translation and glossaries that the pupils have to learn by heart. The teaching is largely based on the French school books.  According to the results of our study, we can note that the teachers highlight through their teaching methods the comprehension rather than the utilization of the language. However, the majority of the informants explain new vocabulary in the target language and pictures and body language are used simultaneous in order to support the pupils’ comprehension. It is also possible to distinguish that the teachers change to the pupils’ mother tongue when they have to explain abstract vocabulary. To understand a specific context, the teachers encourage the pupils to make associations between English and French, to make links between the noun and the verb (choice– to choose), and to guess the meaning of one particular word by means of the context. The majority of the informants think that languages strategies are important in the process of acquisition of new vocabulary. Our results reveal that some of the informants apply strategies that can support the pupils’ language learning, but in general, we can’t distinguish a systematic use of methods aiming to teach languages strategies to upper secondary pupils.  The results and conclusions given in this essay may be of some interest for other teachers and educational researchers.

Ce mémoire traite des méthodologies générales et systématisées de la didactique des langues étrangères développées à différentes périodes, ainsi que des méthodes d’enseignement (techniques, outils, matériels, exercices, activités et tâches etc.) et des théories autour de celles-ci. En utilisant une enquête, remplie par des professeurs travaillant dans certaines écoles suédoises, cette étude lie les méthodologies, les méthodes d’enseignement et les théories avec les pratiques de classe. L’étude montre quelles méthodes d’enseignement sont utilisées et la fréquence de leur utilisation, ainsi que les liens avec les méthodologies. Elle montre aussi que l’enseignement des professeurs de l’étude est principalement représentatif d’une seule méthodologie (la méthodologie cognitiviste – l’approche communicative). / This dissertation discusses the general and systemized methods of foreign language didactics that have been developed at different periods. The dissertation also looks at teaching methods (strategies, tools, materials, exercises, activities, assignments, etc.) and the theory behind these. For the purpose of this study, teachers at a number of schools in Sweden completed a questionnaire about methodology, teaching strategies, and theory in relation to classroom practice. The study demonstrates the teaching methods that are used and the frequency of their use, as well as the way in which they relate to methodology. The study also shows that most teachers who completed the questionnaire principally employ one methodology: the cognitive methodology – the communicative approach.