This thesis concerns the study of the linguistic needs of the student’s economists in touch with the sector Economy and management. I shall try to see if the subject of language and communication (LC), taught in the sector Economy andmanagement meets the needs of students in specialized discourse. This language course is only all the practices of class and the didactic tools employed by the teachers. This thesis tends to see also if the subject in question, given to the students economists, is in adequacy with the economic sector or not. This study targets the students in first year (S1 and S2), at the levels A1 and A2 of the CEFRL (Common European Framework of Reference for Languages). In other words, this thesis tends to answer a single question: «The practices of class of language and communication in the sector Economy and management and the didactic tools employed by the teachers of this subject meet the needs in specialist language of students economists in first year of Bachelor's degree (S1 and S2), at the levels A1 and A2 of the CEFRL and do they so help them to understand better the courses of speciality and to reach the university knowledge? ". This research is situated in the crossroads of the sociolinguistics and the language pedagogy. This thesis divides in four parts. The first part entitled “Context” places the research in its geographical, sociolinguistic and educational environment. The secondpart entitled "Language class in the sector of the economic studies" concerns the practices of class of LC. We shall also find there the definitions of all the concepts used here, such as practices of class, participating observation …I shall also talk about the notion of linguistic needs and shall count the situations of communication which occur in the course of LC and the situations of communication in the economic subjects to see if both blocks are in adequacy or in inadequacy. In the third part entitled "Technolect and linguistic needs of the students economists ", I shall define the notion of technolect and specialized discourse. I shall present afterward the technolect of the economic studies. I will also try to find this technolect in documents to the economic speciality). Then, I will try to look for the same technolect in the method Cap Université. And it, to see if this method includes in its contents or excludes from this one the technolect of the economic studies. I will also bend over the analysis of the linguistic needs of the students. In the fourth and the last part entitled " Results and perspectives ", the accent will be put on the results of the research led on the ground and on the perspectives which they open
