Abstract
This paper aims to examine the level of knowledge mastery of nominal concordance constructions in Beninese students in teaching Spanish as a foreign language and check if there are differences according to sex and status of government grant holder or not. To meet these objectives we used a questionnaire and written activities with a sample of 45 multilingual students in their fourth semester of studies, to collect their opinion and written production. The results obtained, after a mixed analysis, show the important types and causes of errors, finding differences by sex and student status. Finally, suggestions are made to improve the design of Spanish secondary school teachers’ initial training and contribute to instructional improvement.
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