La Notion de L’erreur en Pedagogie de la Langue Etrangere

Authors

ADELOWO, K. O., Aibo, S., BABALOLA, A., Olaniyi, J.

Abstract

Error analysis is a significant framework in teaching and learning of foreign language. It is a yardstick to measure the performance and progress of the learners in a language class. The issue of error as a subject of study is described by many authors, amongst whom are Cuq (2003), Rabadi Odeh (2010), Perdue (1980), Cuq & Gruca (2003) etc. Thus, this paper examined the notion of error in the teaching and learning of French as a foreign language among the students of French in Federal College of Education Pankshin in Plateau state, Nigeria. Thirty-two students of B.A. Ed 400 level were tested on the various use of French nouns ranging from gender and number of usage of nouns, agreement of nouns with the subject and the use of compound nouns. This was approached through a detailed assessment of assignment of gender to French nouns, which are purely grammatical in nature and the various issues surrounding the use of French nouns in students writing. In essence, the research shows that errors in the use of nouns among students of French as a foreign language can be categorised according to the issue of gender that is arbitrary, that of number of nouns that is confusing and that of agreement of gender with its subject and number and the problem associated with using French compound nouns and so on. In conclusion, experts in the study of French as a foreign language admit that every error can be a powerful tool to encourage learning and produce enriching interactions between teachers and learners. The implications of this for pedagogical practice were also discussed and finally, we suggested that since French nouns carry arbitrary genders and there are no clear-cut rules for recognising them, learners of French as a foreign language should pay more attention to gender of nouns in their day-to-day studies since it’s almost impossible to imagine a foreign language study without an error because this forms part of the processes of teaching and learning.

Keywords

error, teaching, learning, foreign language, teacher, learner

Introduction

Dans le processus d’enseignement et d’apprentissage, L’analyse des erreurs comme une branche d’étude est considérée aujourd’hui comme une étape normale dans l’apprentissage. En fait, l’erreur, selon Labdi, (2013:1), est un bon révélateur du modèle d’apprentissage voire une représentation de l’acte d’apprendre. Selon cet auteur, apprendre est prendre le risque de se tromper, c’est oser expérimenter les outils que l’on maitrise aux situations que l’on rencontre et ce n’est plus être dramatisée et synonyme d’échec irrémédiable (Labdi, 2013 :2). D’après cette définition alors, il est évident que l’erreur est importante et parfois inévitable dans le processus d’enseignement et apprentissage parce que les étudiants en cours de leur formation dans les études du FLE tâtonnent et tombent dans leurs efforts de se débrouiller dans les études d’une nouvelle langue. Ces étudiants pour pouvoir s’améliorer essaient de se corriger après qu’ils ont commis les erreurs et de ce fait maitrisent la loi de cette nouvelle langue.

Content

Le processus d’apprentissage et d’enseignement de n’importe quelle langue ne se base pas sur le néant, mais se bâtit sur des savoirs, des savoir-faire et des savoir-être (Rabadi et Odeh, 2010 :163). ...

Conclusion

The conclusion can be found in the main file..

References

References are available in the main file..

Main File