Analysis of errors in the use of argumentative connectors in written production by FLE learners

Abstract

This research focuses on demonstrating and clarifying the complexity of written foreign language production mechanisms, and involves thinking about the appropriate or inappropriate use of connectors. The presence of logical connectors greatly influences the quality of the writing by allowing the receiver to follow the thread of speech and to adhere to its progress. The results of our analysis give us the opportunity to assert that the different types of errors have a significant impact on the quality of the textual product and even on the quality of the argument. In addition, students are not aware of the usefulness of the proper use of connectors as an important process of writing, persuasion and as a means ensuring the consistency and progression of their texts. We referred, in our study, to several works in particular those of Shirley Carter-Thomas and Jean-Michel Adam and many others, from which we were able to deduce that the pragmatic aspect for a good written production can then manifest itself in three levels: enunciation, lexical and organizational. The latter is frequently accompanied by an insistent use of logical connections which greatly assists learners in structuring meaning in the text. Our research is finalized by guidelines and recommendations deemed very useful and effective for the effective and objective integration of these relationship markers in the teaching of French as a foreign language.