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This article raises the problem of errors made by Arabic-speaking Algerian learners when learning French as a foreign language. This investigation, contained within the framework of contrastive linguistics and sociodidactics, is not limited to an analogical description of errors and interferences but illustrates a possible pedagogical intervention aiming at remedying these learning difficulties after having analysed them and identified the reasons behind their prominence.

In Algeria, the teaching/learning of French as a Foreign Language (FLE) for adult learners with little or no schooling is recent. Geographically, it is also limited because literacy is mainly oriented towards the Arabic language. This article attempts to highlight the literacy in French that is engaged in the wilaya of Bejaia. After giving an overview of the evolution of teaching/learning for adults, it gives an overview of literacy research in our country. This leads him to deal with literacy in this wilaya by mainly addressing the profile of teachers and learners but also the objectives and constraints of language training. The analysis of the collected data gives rise to didactic perspectives that aim to provide another vision of literacy.

The subject of this contribution is part of a description of the use of prepositions by FLE learners in Algeria, in particular, the main difficulties they encounter in their prepositional constructions. Our objective would be to make a record of errors, interlingual and intralingual, the most frequent in the writings of these learners about the use of prepositions and prepositional phrases. We will first analyze the selection made by learners in their choice of prepositions to be used to establish semantic relationships expressing time, place, cause, etc. In a second step, we will try to identify the hard core governing the errors that they make on the three levels : morphological, syntactic and semantic, and to establish a classification of the errors they commit.

Through this study, we raise the problem of the impact of the syllabic method on the performance of Algerian third-year primary-school learners in terms of reading/deciphering skills. Our research design is based on an experiment conducted with fifteen third-year classes in nine primary schools situated in the f2 district of the wilaya of Constantine. The results will indicate to what extent the contribution of the application of such an approach would be in favor of a good mastery of the reading activity. A questionnaire intended for teachers would allow us to evaluate the adequacy of the methodological principles of this method with in different working conditions.

This article reports the findings of a sociolinguistic study implemented to explore the perception, status, and role of translation in the Algerian administration. Being so formulated, the title outlines that the study looks at translations in the Algerian administration, spotlights the attitudes of its users, and explores its role in foreign language learning, namely, learning French as a foreign language.

The Algerian sociolinguistic situation is characterized by a variety of existing languages. This linguistic diversity led consequently to the emergence of many phenomena (such as borrowing, code-switching, etc.) mainly observed in educational interactions. So, an important question is posed in this article about the position and the role of the mother tongue in French as a foreign language in the Algerian context ; in interactions and interviews with both secondary teachers and students. To this end, we would like to test the idea that the implementation of strategies (the use of mother tongue in particular) is necessary both to mutual understanding and releasing communication in an FFL classroom.

This research work addresses the teaching of writing in French as a foreign language. Our objective is to determine the strategies used by the Egyptian students for whom French represents the second foreign language. Thus, we initially outlined the state of the art concerning the teaching/acquisition of French as a second language so as to determine the value of our intervention into this process. Then, we described the experiment (that was conducted) with students Department of French at the Faculty of Education of Sohag University (Egypt). This work allowed the analysis of the written products in French as well as the comments of one hundred eighty students. We identified three strategies used by the learners : lexical, phonological, and analogical.