Formes non conventionnelles et compétences partielles en production écrite : le cas d’apprenants égyptiens de FLE

This contribution examines non-conventional forms produced in writing by Egyptian learners of French as a foreign language who are also FLE teachers within the TrèFLE project. Drawing on a corpus of written productions ranging from A2 to C1 levels, the study combines a linguistic analysis of these non-conventional forms (morphosyntactic, lexical, syntactic, and textual) with a didactic interpretation of the mechanisms underlying them. The observed phenomena are categorized using analytical grids based on th e work of Corder [1], Ellis [2], and Reuter [3], and are subsequently related to the descriptors of the Common European Framework of Reference for Languages (CEFR). The analysis is complemented by interviews conducted with teacher-learners in order to better understand their representations of writing, error, and their plurilingual repertoire (Arabic as L1, English as L2, and French as L3). The findings show that non-conventional forms do not merely reflect a lack of proficiency but rather function as indicators of the dynamic process of French language acquisition within a multilingual Arabic – English – French environment.