Quels enseignements tirer d’une analyse étiologique d’erreurs de traduction en classe de FLE ?

Abstract

This 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.