Abstract
The goal of foreign language teaching (German for French-speaking learners) is to enable the pupil to act in communicational situations. This article tries to describe the emergence of practises learners create in order to respond to communicational needs. Therefore we do not compare the learner’s production to normative standards of the foreign language, but we consider these productions as complete speech acts in which learners create those linguistic tools they need in two text production settings. Our analysis is focussed on two linguistic structures, i.e. relative clauses and the distribution of discourse in narrative texts. These structures are not explicitly asked by the experimental setting, but systematically considered as being necessary to fulfil the text production task.
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