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dc.contributor.authorSello, Kagiso Jacob
dc.date.accessioned2019-06-13T12:38:12Z
dc.date.available2019-06-13T12:38:12Z
dc.date.issued2018-02
dc.identifier.citationSello,K. J. (2018) Quels enseignements tirer d’une analyse étiologique d’erreurs de traduction en classe de FLE? Revue Internationale d'Études en Langues Modernes Appliquées, Vol. 4. pp. 20-30en_US
dc.identifier.issn1844-5586
dc.identifier.urihttp://hdl.handle.net/10311/1956
dc.description.abstractThis study aims at advocating for an etiological analysis of errors made by students in a French as a Foreign Language class rather than a typological analysis of errors. Indeed, unlike the latter where error categories are established beforehand and every error identified must correspond to one of the categories thus established, the former leaves room for categories of errors that the researcher might have not thought of when establishing these categories. The observations that came up when analyzing translations of students studying French as a Foreign Language shed some light onto several shortcomings of the typological error analysis approach and illustrated the benefits of an etiological approach.en_US
dc.language.isofren_US
dc.publisherRisoprint, Cluj-Napoc, http://www.risoprint.roen_US
dc.subjectError analysisen_US
dc.subjecttypological approachen_US
dc.subjectetiological approachen_US
dc.subjectforeign languagesen_US
dc.subjectlearningen_US
dc.subjectteachingen_US
dc.titleQuels enseignements tirer d’une analyse étiologique d’erreurs de traduction en classe de FLE ?en_US
dc.typePublished Articleen_US
dc.linkhttps://www.ceeol.com/search/article-detail?id=674215en_US


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