Abstract
This paper analyzes the spoken corpus of thirty Iranian learners of French at four levels (A1, A2, B1 and B2). The data were collected in a pseudo-longitudinal manner in semi-directed interviews with half closed and open questions to analyze the learners’ syntactic errors (omission, addition, substitution and displacement). The most frequent errors from A1 to B2 levels were determined and categorized, which allowed further analysis. The results show although some persistent errors are problematic at all levels, their form changes from one level to another. At A1 and A2 levels, the definite articles were missed before nouns, at B1 and B2, they were set aside in the second word of noun groups. In addition, at A1 and A2 levels errors are more of an interlingual nature while at B1 and B2 levels they are mostly intralingual. At elementary levels, learners deal with proactive transfers whereas in more advanced levels retroactive transfers and overextensions come into play.
Highlights
Much of classroom exchange is through oral expression
In the past few years, speaking has received priority in the Iranian language classroom for a number of reasons: learning to speak, immigrating abroad, finding better job opportunities, getting a promotion at work, improving their speaking ability, etc. This led us to undertake the present research on cognitive didactics of oral expression
We will focus on the way in which the oral interlanguage of Iranian learners develops from a syntactical point of view
Summary
Much of classroom exchange is through oral expression. According to Lafontaine (2002-2003), it has been shown that the spoken language contributes to the cognitive development of learners. In the past few years, speaking has received priority in the Iranian language classroom for a number of reasons: learning to speak, immigrating abroad, finding better job opportunities, getting a promotion at work, improving their speaking ability, etc. This led us to undertake the present research on cognitive didactics of oral expression. We part from the issue of how knowledge is organized when we speak In this regard, we will focus on the way in which the oral interlanguage of Iranian learners develops from a syntactical point of view. We will attempt to clarify how the interlanguage of Iranian learners evolves and which cognitive operations are most frequently used when they speak
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