Text typology and genre: Focus on the argumentative text in FLE and recommendations

Abstract

This article explores classifications and text types, focusing on argumentative text in the context of EFL. It highlights the problems that students encounter when trying to understand this textual genre, in particular identifying the thesis and locating and structuring the arguments. Through a theoretical and didactic study, the article suggests specific pedagogical recommendations to encourage the development of argumentative teaching practices. It emphasizes the importance of an action-based, interactive method that is tailored to learners' needs.