<p style="text-align:justify; margin-bottom:11px"><strong><span style="font-size:11pt"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Résumé</span></span></span></span></strong></p>
<p style="text-align:justify; margin-bottom:11px"><span style="font-size:11pt"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">On évalue le profit que la didactique pourrait tirer de l’œuvre de Tesnière (<i>Eléments</i> <i>de</i> <i>syntaxe structurale</i>, 1959, posthume), qui a des visées explicitement didactiques. Cette œuvre foisonnante traite de typologie, de comparatisme, de contrastivisme, et prétend, un peu à l’écart des recherches de l’époque, jeter les bases d’une syntaxe très novatrice, fondée sur quelques principes d’analyse fondamentaux, en tentant d’équilibrer structures et valeurs. Force est de constater que seule la première partie du programme est réalisée, sans doute en partie du fait de l’abondance de la matière analysée, d’une réflexion insuffisante sur les classes de mots et les fonctions, de postulats trop forts et limitatifs. On retiendra des points importants de méthodologie : formalisation illustrative (schémas), manipulation très active des structures, curiosité attentive à débusquer les problèmes.</span></span></span></span></p>
<p style="text-align:justify; margin-bottom:11px"><span style="font-size:11pt"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><strong>Mots-clés</strong> : Syntaxe, Connexion, Actant, Circonstant, Translation</span></span></span></span></p>
<p style="text-align:justify; margin-bottom:11px"><strong><span style="font-size:11pt"><span calibri="" style="font-family:"><span lang="EN-US" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Abstract</span></span></span></span></strong></p>
<p style="text-align:justify; margin-bottom:11px"><span style="font-size:11pt"><span calibri="" style="font-family:"><span lang="EN-US" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">The benefits that didactics could draw from Tesniere’s work (<i>Eléments de syntaxe</i> <i>structurale</i>, 1959, posthumous), which has explicitly didactic aims, are well assessed. The abundant work deals with typology, comparatism, contrastivism, and claims, somewhat apart of the research of the time, to lay the fundations of a very innovative syntax, based on some fundamental principles of analysis, by trying to balance structures and values. It must be said that only the first part of the programme was achieved, no doubt partly because of the abundance of the material analysed, insufficient reflection on word classes and their functions, and overly strong and limitating postulates. We will retain important points of methodology: illustrative formalisation (diagrams), very active manipulation of structures, careful curiosity to uncover problems. </span></span></span></span></p>
<p style="text-align:justify; margin-bottom:11px"><span style="font-size:11pt"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><strong>Keywords </strong>: <span style="color:black">Syntax, Connexion, Actant, Circonstant, Translation</span></span></span></span></span></p>