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.
Nihal Hassan (Mon,) studied this question.