Les fautes de la structure phrastique dues à l’effet de l’arabe dans des écrits d’apprenants de FLE de l’université du Coran

Abstract

Written expression is regarded as one of the most important skills which a student has to master. Nevertheless, this cannot be done unless he or she has a proper and perfect understanding of sentence structures. Mother tongue is considered to be one of the most important factors that affect learners’ writings in the language they need to learn. Language learning relies primarily on the early acquired system of mother tongue which may facilitate or complicate a second language learning process depending on how similar or different the two languages systems are. Through our observation of the writings of some learners, it appeared that they had problems in forming French sentences and making errors in its structures due to the effect of their mother tongue, Arabic language. The aim of this study is to identify the causes that lead to university learners’ errors in sentences structures of the language {French}, so as to help them to resolve and overcome. In order to arrive at the results of this study, we have given a group of student a text in Arabic to translate into French language. We have used a statistical and analytical approach to calculate the amount of errors students produce and the extent to which mother tongue impacts their writings. The results we have concluded show that, students’ errors in sentences structures in French is the output of the differences between the two languages {Arabic and French} in terms of sentence structure and the order of its elements. We have recommended the work which would illustrate the differences between the two languages by giving them training to complement the theoretical side of learning such as French-French translation sentences.