مجلة التكامل
Volume 10, Numéro 1, Pages 33-44
2026-01-08

Lexical Difficulties In Written Production Among Algerian Middle School Learners Of French As A Foreign Language



Authors : Chahmat Rym .

Abstract

This study investigates the lexical difficulties encountered by fourth-year middle school learners of French as a foreign language in Algeria, focusing on the errors observed in their written productions. Writing in a foreign language is a complex activity that requires the mobilization of linguistic, cognitive, and strategic competences. Despite acquiring new vocabulary, learners often fail to use it effectively in coherent texts, producing errors such as lexical improprieties, morphosyntactic confusions, limited vocabulary, and literal translations from their mother tongue. To explore this phenomenon, argumentative texts produced by students were analyzed using a descriptive and analytical approach. The findings highlight that lexical difficulties are not solely due to a lack of vocabulary but also to insufficient writing strategies, limited exposure to reading, and restricted pedagogical activities in textbooks. The study proposes didactic recommendations, including the integration of reading as a tool for lexical enrichment, diversification of writing tasks, and the development of metacognitive strategies to help learners plan, revise, and improve their texts.

Keywords

written production ; lexical difficulties ; errors ; French as a foreign language ; didactics

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