L’erreur: un repère pour un changement de stratégie pédagogique

Abstract

Error as a Marker for a Change of Pedagogical Strategy

This paper tries to show from a theoretical point of view how, starting from the Error Analysis studies, followed by those on the Interlanguage, research has focused on a polysemic notion: strategy. Alternatively, from the point of view of didactic practice, this work also provides some examples of learning strategies that are detected in the idiosyncratic productions of Algerian learners and that are based on their knowledge of Arabic and French. The results demonstrate that once the strategy is developed, a learner may use it as a basis for reflection on the foreign language. Such use might induce learners to understand better how that foreign language works and how they can increasingly use those strategies effectively.