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Error Analysis for the Improvement of French Composition Teaching Method

  • 인문논총
  • 2012, 29(), pp.91-114
  • Publisher : Institute for Human studies, Kyungnam University
  • Research Area : Humanities > Other Humanities

이중희 1

1경남대학교

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ABSTRACT

The purpose of this paper is to find out more effective composition teaching method of in vestigating and analyzing the common errors by French composition learners. We selected the limited number of subject and controlled composition as the object and method for our survey. The survey results show various grammatical, structural, and idiomatic particularities, among others, by interlingual or intralingual interference. The important points are these: (1) French language learners even don't understand basic French structure. (2) They are very poor at the proper selection of vocabulary between a pair of lexical variant that makes a syntactic or semantic distinction. (3) There are also many errors by the difficulty of French itself: over-generalization, simplification, and escaping(=omission). (4) Many errors are due to the erroneous application of English rules to French. (5) The learners often do not consider French cultural aspects, which provokes the wrong perception of meaning. As a methodology to reduce errors in composition (above mentioned), the paper proposed a drill by various controlled composition methods: structural models, substitutional transformation by phrasal units, valency and linking structure of verbs and adjectives, French idiosyncrasies (for example: impersonal structures, mood, interferential structures with other languages, variant lexicons, idioms, etc.). In brief, the instructor has to present learners many structural phrases and examples, with enough explanation about each syntactic or semantic details including cultural aspects, not simple enumeration of language rules.

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