La composante lexicale dans l'apprentissage du FLE : étude de la compétence lexicale à différents niveaux de l'interlangue

Abstract

The aim of this dissertation is to investigate whether there is a clear improvement by Maltese learners in the use of varied and precise lexis after a number of years of learning French as a foreign language. For the successful mastery of a foreign language, it is important that learners gradually move away from widely applicable lexical items to terms that are more precise. The study draws on findings that native French speakers tend to simplify their vocabulary in the spoken order, and questions whether Maltese learners of French as a foreign language in Malta manifest the same type of simplification (through the use of words with an extended, general meaning), even in the written order. The dissertation will focus on the written component of learners’ performance. For this purpose, the sample (free writing and comprehensions) will consist of a number of written tasks at an elementary level (Form 4) against which higher levels, namely Intermediate and Advanced levels, will be compared. It will be analysed whether lack of vocabulary leads to difficulties of expression in the target language; that is whether learners are unable to convey meaning due to limited lexical resources. The causes of difficulties at the lexical level will be investigated, such as the assignment of other priorities in the current methods of foreign language teaching.