Frequent errors in the use of French in the economic domain

• Author: Armasar I.P.
• Pages: 303-308

Bulletin of the Transilvania University of Braşov

Series V: Economic Sciences • Vol. 9 (58) No. 2 - 2016

Frequent errors in the use of French in the economic

domain

Ioana Paula ARMSAR1

Abstract: In the didactic teaching-learning process of the specifically economic discourse in

French, a first objective could be represented by the discovery of the difficult structures, which

favor the appearance of interferences between Romanian and general French, the errors

coming in particular from the usual language in the specialized language. The analysis of the

most common errors in the use of French by native Romanian students could be a starting

point, by the addition of the psycholinguistic dimension, in the thoroughgoing study of the

complex process of teaching - learning. The prevention of the frequent errors by the speakers in

the use of French while learning it can be done by the teacher's direct recommendations and by

the selection and orientation of the educational material that s/he organized and based on clear

criteria, oriented towards the needs and interests of his/ her students.

Keywords: teaching didactics, specialized language, language skills, linguistic errors,

terminology, suffixation

1. Introduction

It is well known that recently, in the didactics of teaching foreign languages the

focus is no longer placed mainly on the development of language skills, but on the

development of the discourse competence and communication, which requires both

the familiarity with the system of the language, with the rules for the production of

correct grammatical sentences as well as the students' ability to appropriate means of

expression acquired through learning to certain concrete situations of

communication and certain types of discourse.

The role of the two actors in the teaching-learning process, teacher and

student, is much changed in the new vision of the didactics in general and of the

foreign languages in particular, the emphasis is no longer placed on the knowledge

delivered by the teacher as a simple product, but on knowledge as a continuous

process. Teacher's teaching approaches orient towards the opening of new horizons,

which are meant to form abilities and to create skills. He becomes in turns:

researcher, trainer, observer, judge, and referee. On the other hand, the student

defines his/her own learning objectives, chooses his/her learning strategies and

techniques, and establishes his own learning circumstances (which is related to

rhythm, progression, duration, etc.) and his/ her own interests.

1 Transilvania University of Braşov, armasar@unitbv.ro