L’analyse des erreurs en production écrite chez les apprenants arabophones en classe de FLE

Abstract

In the teaching of foreign languages, the status of the error has evolved because it is no longer considered as a negative sign that refers to a lack of knowledge. Nevertheless, language interference remains a major source of difficulties for Arabs learning French as a foreign language. This study focuses on the analysis of essays written by Palestinian learners of A1-A2 level at Birzeit University. It aims to analyze the types of errors committed as well as their sources.