La correction de l'expression écrite en langue étrangère et son exploitation pédagogique

Abstract

The foreign language teacher has a lot of teaching aids at his disposal to support his students' learning. This paper focuses on one particular aid: the text written by the student and corrected by the teacher. The corrections aim, among other things, at improving the student's linguistic command of the foreign language. But does the teacher always reach this goal? The results of the exploratory study that we carried out in a foreign language class in Belgium's French-speaking community show that not all the students in the targeted class manage to understand their mistakes, and the didactic device that the teacher implemented does not necessarily allow overcoming the inequitable nature of the error correction process.

Keywords

• writing
• corrective feedback
• English as a second language
• Federation Wallonia-Brussels
• summative assessment
• formative assessment