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Çukurova Üniversitesi Eğitim Fakültesi Dergisi

Yıl 2012 , Cilt 2 , Sayı 41

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Makale özeti
Başlık :

Analyse comparative des erreurs dues aux divergences syntaxiques entre l’anglais et le français

Yazarlar :
Yazar kurumları :
Gazi University, Faculty of Education, Department of Foreign Languages1
Görüntülenme :
157
DOI :
Özet Türkçe :

Cette étude se propose d'analyser comparativement les erreurs les plus fréquentes dues aux divergences syntaxiques entre l'anglais (L2) et le français (L3). Les étudiants de la première année du Département de la Langue Française de la Faculté de Pédagogie de L'Université Gazi constituent la population de cette étude. 98% de ces apprenants qui ont étudié le français pendant un an dans les classes préparatoires sont anglophones. En vue de la constitution du corpus, les copies d'épreuves et de devoirs écrits appartenant aux années scolaires 2009-2010 et 2010-2011 ont été étudiées minutieusement et les sujets qui posent des difficultés ont été répertoriés et classés. Cette étude a révélé que l'anglais et le français représentent des divergences syntaxiques dans l'utilisation du nom, des adjectifs (possessifs, indéfinis), de l'adverbe, des pronoms (personnels, relatifs, possessifs) et que les apprenants transfèrent négativement leurs acquisitions en anglais au français, d'où proviennent la plupart des erreurs relevées.

Özet İngilizce :

This study is prepared to investigate students'errors in a comparative way, the errors of students whose foreign languages (L2) is English and second foreign language (L3) is French, that result from negative transferring to French language from knowledge of English particularly knowledge of syntax of English. According to the survey conducted on January 2011, the subject matter of this study is the students whose first language is english about 98% and who are from French Language Teaching Department in the Faculty of Education in Gazi University. Midterms, final exams and students'homework were investigated meticulously in the academic years of 2009-2010 and 2010-2011 to designate error types that students make frequently, resulted from English syntax. Specified errors were classified and dealt with sample. The study reveals that the identified errors results from the nouns, adjectives, adverbs, pronouns, relative clauses and possesive adjectives' different usage in English and French syntactically and students'tendency to transfer their knowledge of English to French negatively. Therefore the identified errors result from the negative transferring between two languages. The differences of syntax topics are not limited. However, due to the limitations in this study, we mention about the differences briefly.

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