From Arabic L1 To French L2: An Optimized Pedagogical Approach Through Error Analysis in A University Context
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Abstract
The study of errors in French as a Foreign Language (FLE) is essential for understanding learning processes and adapting pedagogical practices. This research explores how corpus linguistics can enhance the analysis of errors made by Arabic-speaking learners, based on the hypothesis that corpus analysis enables the identification, quantification, and interpretation. The theoretical framework is rooted in corpus linguistics, presenting the types of corpora used in FLE, such as learner and reference corpora. The error analysis methodology includes classification, identification of interferences, and quantification. The data analysis (using a fictional corpus for illustration) focuses on specific errors related to verb tenses, syntax, and prepositions, supported by concrete examples. The quantified and analyzed results are interpreted in light of linguistic interference theories and learning strategies. The pedagogical implications of these findings are significant, leading to concrete proposals for improving teaching practices, such as the development of contrastive teaching materials and the adaptation of instructional methods. This study confirms the contribution of corpus linguistics to error analysis and opens research avenues on the impact of new technologies and the study of other language levels and varieties of Arabic.
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