This master’s thesis is situated within the field of language didactics and examines the uses and didactic functions of repetition in the teaching of French within languages education in the Australian school context. Within an institutional framework characterised by limited exposure to the target language, repetition constitutes a central tool for structuring teaching objects and supporting processes of linguistic appropriation. Adopting a descriptive and interpretative approach, this study analyses a teaching sequence drawn from the Accelerative Integrated Method (AIM), observed in a Year 7 class (students aged 12–13) in Queensland. The theoretical framework mobilises concepts from French language didactics, notably the didactic system, didactic transposition, the notion of didactic gestures, and double semiotisation, in articulation with contributions from cognitive psychology related to automatisation and cognitive fluency. The analysis is based on a corpus of qualitative data comprising classroom observations, transcriptions of interactions, and interviews with the teacher. It unfolds at two complementary levels: a macroscopic level focusing on the organisation of the teaching sequence and the recurrence of didactic scenarios, and a microscopic level centred on verbal interactions and the didactic functions of repetition. The findings show that repetition, when integrated in a multimodal and contextualised manner, contributes to the progressive construction and stabilisation of teaching objects and to the creation of favourable conditions for the automatisation of certain linguistic structures and the development of learners’ oral fluency.