Écrire en français sans faute(s)‎ : la maîtrise de l'orthographe française par les étudiants jordaniens

الملخص EN

Writing a text is a challenging activity, especially in a foreign language.

This study aims to highlight one of the di faculties that Jordanian students encounter while learning French Language; Lc.

the acquisition of French spelling.

The study is based on the observation of errors committed by students in exams & home works.

Most students who lcam French in Jordan start learning it at university level.

Students in Jordan study English language for 12 years or more in addition to Arabic, their mother tongue language.

Students enroll in French departments without having previous contact with French language.

With Arabic as a mother tongue and English as a first forcign language learned for several years, students who study French as a specialty at university face several difficulties.

This study is divided into three parts: the first part presents the phonctic and graphic systems of French and Arabic, to show the differences between the two systems.

The second part gives some examples of the spelling practices of our students to show what types of difficulties they face in acquinng spelling skill and what mistakes the)- make and the causes of these spelling errors.

Finally, the third part presents recommendations to help students to overcome this problem.

الملخص FRE

Écrire un texte est une activité éprouvante, surtout en langue étrangère.

Notre étude vise à mettre l'accent sur l'une des difficultés que les étudiants jordaniens apprenant le français rencontrent pendant leur apprentissage.

Il s'agit de la maîtrise de l'orthographe française.

L'étude est fondée sur l'observation des fautes commises par les apprenants pendant les examens et les devoirs rendus.

La plupart des étudiants qui apprennent le français en Jordanie commencent l'apprentissage de cette langue à l'université.

Les apprenants arrivent aux départements de français avec 12 ans d'apprentissage d'anglais et parfois plus.

L'arabe est la langue officielle et maternelle de tous les jordaniens.

Avec l'arabe comme langue maternelle et l'anglais comme première langue étrangère apprise pendant plusieurs années, les étudiants choisissant le français comme spécialité à l'université rencontrent plusieurs difficultés durant l'apprentissage de cette langue.

Notre étude se divise en trois parties.

La première partie présente les deux systèmes phonétique et graphique: français et arabe, pour montrer les différences entre les deux systèmes.

La deuxième partie donne quelques exemples des pratiques orthographiques de nos étudiants pour montrer quels types de difficultés ils rencontrent pour maîtriser cette compétence, quelles fautes ils commettent et les causes de ces fautes.

Enfin pour la troisième partie, nous allons essayer de faire quelques propositions didactiques qui peuvent aider les apprenants à dépasser ce problème.

Writing a text is a challenging activity, especially in a foreign language.

This study aims to highlight one of the difficulties that Jordanian students encounter while learning French Language; i.

e.

the acquisition of French spelling.

The study is based on the observation of errors committed by students in exams & home works.

Most students who learn French in Jordan start learning it at university level.

Students in Jordan study English language for 12 years or more in addition to Arabic, their mother tongue language.

Students enroll in French departments without having previous contact with French language.

With Arabic as a mother tongue and English as a first foreign language learned for several years, students who study French as a specialty at university face several difficulties.

This study is divided into three parts: the first part presents the phonetic and graphic systems of French and Arabic, to show the differences between the two systems.

The second part gives some examples of the spelling practices of our students to show what types of difficulties they face in acquiring spelling skill and what mistakes they make and the causes of these spelling errors.

Finally, the third part presents recommendations to help students to overcome this problem.