Abstract:
The aim of this study is to analyze some tools of lexical and pronominal anaphors in the writings of Sudanese students of French language. This study is built on a basic hypothesis which says that many of the writing mistakes of French language learners are produced because of focusing on the correctness of sentence formulation without considering its relationship with other sentences and without considering the textual dimension and the general context, which are an important factor in the consistency of the text and the interdependence of its elements. The researcher conducted a test for thirty students in the third year of French Department in Sudan University of Science and Technology, asking them to write a text justifying their choice of French language as an academic discipline, despite the fact that the Sudan is not a French-speaking country. The students� texts are first analyzed statistically, underlining all lexical and pronominal anaphors and pointing out their correct and incorrect uses. Then the researcher conducted a qualitative analysis of some selected examples from the students� texts, with explanation and interpretation, before classifying contained errors into types. The study found that the most utilized types of anaphor in the sample texts are lexical anaphors, but errors are more common when using pronominal anaphors while demonstrative articles are rarely used as anaphoric references.
