Repérage des difficultés des apprenants norvégiens à utiliser les marqueurs de relations discursives francais

Abstract

A Corpus-based Analysis of Difficulties relating to the Use of Connectives by Norwegian Students of French as a Second Language. This paper will adopt a psycholinguistic approach to the use of connectives by French as a second language for Norwegian speakers. It will aim to systematize the didactics of French connectives, based on an analysis of learners’ ability to structure texts. From this theoretical vantage point, we will identify the use of these connectives in a small-scale corpus of texts. We will then analyse the difficulties which emerge, whether they relate to text coherence, to syntactical challenges, or to the semantics or pragmatics of the target language.