Speaking in Moroccan schools remains a very complex but also very simple activity. This dichotomy manifests itself most of the time through the very low language level of the students. The latter often have difficulty conducting conversations and pronouncing words according to standards.
This situation results from a lack of practice within the class and also outside the school setting because most students do not practice foreign languages, particularly French, in their family and friend circles. The problem of this research is as follows: Can we therefore consider theatrical practice as a means of developing the skills of understanding and production? This contribution will try to shed light on what is theatrical play and its impact on the dual competence of oral.
Playing theatre requires several skills but watching a play requires a great effort to succeed as a spectator. The latter occupies a principal place in the theatrical process insofar as it is the receiver and the recipient of the verbal discourse which makes the task quite difficult. The spectator is a key figure who participates in the scenic project during all phases of the performance.
This contribution will try to shed light on what is the spectator, his role and his place in a theatrical performance.
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