Interférence Linguistique De La Première Langue Et La Langue Seconde Dans L’Apprentissage D’une Langue Etrangère : Cas Des Etudiants Pakistanais Du FLE
When students learn a foreign language, they already possess a linguistic background which, at times, makes learning a foreign language difficult. They therefore often tend to transpose the rules from their L1 or L2 to their L3. The negative transfer from one language to another automatically leads to interferences i.e. the contact of languages, and the confrontation of two or more linguistic systems more or less foreign to each other.
Translation is an interlinguistic activity where interference is inevitable. Morphosyntactic interference occurs when a subject uses a morphological and syntactic feature of L1 or L2 in the target language. Thus, this study aims to identify and analyze the morphosyntactic errors made in translation (English-French) by learners of the French department of NUML. We will administer this study on learners of two different levels of FFL.
By analyzing the mistakes made by learners, we can identify the presence of interference and then present solutions that could help learners improve their translation. Our objective is also to suggest methods to be followed in order to facilitate the teaching of
FFL and make it more practical, by allowing learners to avoid mistakes. Lado's contrastive analysis and Corder's error analysis are the theoretical frameworks that provide the basis for this research. Contrastive analysis highlights the similarities and differences between languages; while, error analysis classifies, identifies and describes errors made by an L3 learner.