Abstract
The treatment of the phonetic dimension of language has been marginalized in French as a Foreign Language (FLE) classes. Factors such as the rejection of pronunciation when the language is taught in its environment, the complexity of its content and the methodological disorientation of teachers to work with it condition this reality. It is therefore necessary to start from the revision of the concept within the didactics of foreign languages (LE) as a phenomenon in itself and as content to be taught and corrected. It is assumed that pronunciation is a skill that has to be taught and developed in the teaching-learning process of LE so that the student, as part of his communicative competence, reaches a phonic competence.The theme that is presented responds to one of the tasks of the institutional project: "The improvement of pedagogical theory according to the solution of educational problems prioritized in the province of Sancti Spirítus: Alternatives for their solution"