Abstract:
The aim of this study was to analyze the errors in sentence structure in French made by Sudanese
Arabic-speaking students. The researcher set out a basic hypothesis supposing that the source of
many grammatical errors in French sentence structure is the language interference and the impact
of initially acquired language (mother tongue) on the foreign language. The researcher adopted a
methodology based on samples of examinations and tests performed by the targeted students
from which the researcher has chosen examples of some sentence structure errors. The researcher
then conducted quantitative and qualitative analysis of these examples, guided by a theoretical
framework mainly based on a contrastive approach. This approach depends on the interpretation
of grammatical errors in French sentences by reference to their equivalents in Arabic language,
primarily acquired, assuming that these ones have a negative impact on the formation of
students’ foreign language skills. One of the most important findings of this study demonstrated
a grammatical interference whose source is Arab language. This explains errors committed in
sentences formation in the sample target. The study recognized also the importance of continuing
research study to include other elements that would be affected by the Language Interface and to
widen the methodology tools palette used in order to take in an experimental and practical
dimension
