The fundamental premise that underlies this study is that every interaction inevitably encompasses an addressing activity. In fact, nominal forms of address assume strategic functions in sociolinguistic practices in a learning context. This study presents a mapping of the pragmatic forms and functions of French nominal forms of address (FNA) in teacher-learner interactions in Cameroon. The mapping is based on natural data collected through observation and inspired by previous research. The analysis is limited to NFAs employed by teachers to address their students. The analysis yielded insights into the forms and functions that were preferred. The study also demonstrated that among the linguistic resources available to the teacher for the purposes of organising, regulating, engaging students and leading the class, terms of address occupy a significant position. The observation of nominal forms of address in this context also provides insight into the intersubjective representations of students, the conditions of interaction and the relational dynamics present in learning situations. They are also part of a pedagogical and relational strategy that determines the dynamics of classroom interaction.