French Interference on Malian undergraduate students’ EFL writings: perspectives from teachers

Abstract

Abstract: Writing in a foreign language can be challenging for non-native writers. According to the contrastive rhetoric theory, students’ first languages and cultures influence the linguistic and rhetorical choices of their written discourses in English (Kaplan, 1966). In Mali, West African country colonized by France, students’ indigenous languages are acquired in their family settings and are mainly used for oral purposes. Some of these languages have been elevated to the status of national languages with a codified alphabet but remain taught mainly at the primary level. French is therefore the language used to teach most subjects, including academic writing or composition. English is introduced as a foreign language in secondary school and students are just taught basic English in most subjects. Students, therefore, learn academic writing or composition in French during their academic career before reaching university. This study set out to investigate difficulties undergraduate students face while writing their paragraphs in English. The purpose of this study is to examine possible interference of French on Malian undergraduate texts and explore the perspectives of teachers on this interference. Data were collected from both students and teachers through an in-depth set of interviews and writing analysis. The results revealed that students experience difficulties that are caused mainly by the interference from their education background, which is French. Keywords: Composition, interference, French, English, undergraduates