This thesis studies French foreign language (ELF) teaching in Greece. To highlight its specificity, a body of textbooks, questionnaires for teachers and analyses of actual practices were analysed. The education of the ELF in Greece gives major importance to technical activities in order to enter the language in a non-immersive context. Grammatical understanding and training using a variety of teaching techniques with motivating themes close to pupils’ life is the dominant line. The results of the thesis show a partial integration between communicative, grammatical and cultural approaches. The communicative approach favours understanding. The grammatical approach is targeted at drill exercises. The relationship between text and grammar is weak: texts are a pretext for addressing key grammatical concepts. Cultural themes concern young people’s lives and are dealt with independently.