Le français et l'anglais écrit des élèves franco-ontariens: analyse des erreurs contenues dans un échantillon de rédaction écrites par des élèves de 12ème et 13ème annees.

Abstract

A detailed analysis and inventory were made of the errors found in 200 essays in French and English written by Franco-Ontarian secondary school students. Analysis of the French essays identified nine high-frequency error types, as well as several of lesser frequency. Only four error types were of high frequency in the English essays, while 18 low-frequency types were identified. A comparative study of written French and English achievement, based on the overlap student group, revealed that for all the error types which are comparable across languages, the students committed proportionately more or as many errors in their French essays compared to their English essays. The results are presented in such a way that they may be used in the construction of pedagogical guidelines and in material selection for composition instruction.