The elementary sentence in Arabic versus French: what impact on learning in FLE?

Abstract

This writing is essentially based on a previous study that we devoted to the
syntactic interference errors of Algerian learners in FLE. (See Bendaoud
Mohamed Lamine thesis, 2019). Given the magnitude of the phenomenon, some
questions arise: How can we describe these errors? How to explain and classify
them? Can we predict them upstream by studying the differences and
similarities between the two French and Arabic syntactic systems? And finally,
how can this be remedied in a teaching / learning situation? These are the
questions to which we will try, in this article, to provide some answers.