المعيار
Volume 17, Numéro 1, Pages 870-883
2026-06-01

Abstract Error Analysis In Written Production Among Deaf Learners In Secondary Education: A Linguistic-pedagogical Study In Teaching French As A Foreign Language



Authors : Boudjemai Djouhra . Bouterfas Abdellah .

Abstract

Written production is one of the most complex skills in foreign language learning. This complexity increases for learners with hearing impairment due to the specific features of their linguistic and cognitive development. This study examines the nature of errors in French written production among deaf secondary school students. It identifies recurrent patterns and relates them to linguistic and pedagogical factors within inclusive education. The research follows a descriptive-analytical approach with an applied dimension. It combines a questionnaire for French teachers with an analysis of students’ written texts. Results show frequent structural, argumentative, and linguistic difficulties. These errors are linked to limited pedagogical adaptation, insufficient specialized training, and inadequate communication methods. The study concludes that such errors reflect systemic educational factors rather than purely individual deficiencies.

Keywords

error analysis ; written production ; deafness ; teaching French as a foreign language ; inclusive education

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