Abstract

To learn a foreign language (LE) the error is unavoidable, it is a forced passage from which you access to knowledge. Therefore, we must reconsider the error and make our cornerstone in the edifice of the teaching / learning in general and learning FFL in particular. In this work we try to highlight the impact of representations of the error in written production in FLE teachers and pupils to secondary schools.

This research is divided into two parts, one to define theoretical concepts concerning the subject of research namely: the error, its type and status.
The second part is devoted to analysis of data collected by the technique of selfadministered questionnaire for teachers and students of classes end in order to verify the research hypothesis originally issued.

This analysis (a quantitative and qualitative data) led us to confirm that representations of the error have a negative impact in the teaching / learning and FFL are an impediment and an obstacle to the development of written work of students terminal.

Keywords: learning from error, representations, statutes of the error types, written work, annotations.

Information

Item Type:	Thesis
Divisions:
ePrint ID:	201
Date Deposited:	2014-12-14
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/201

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