Origines des erreurs de l’expression écrite en FLE chez les apprenants algériens arabophones

Abstract

This article raises the problem of errors made by Arabic-speaking Algerian learners when learning French as a foreign language. This investigation, contained within the framework of contrastive linguistics and sociodidactics, is not limited to an analogical description of errors and interferences but illustrates a possible pedagogical intervention aiming at remedying these learning difficulties after having analysed them and identified the reasons behind their prominence.

Keywords

• Errors
• learning
• French as a foreign language
• sociodidactic
• contrastive linguistic