QUEL(S) STATUT(S) DE L’ERREUR EN DIDACTIQUE DES LANGUES ÉTRANGÈRES ?
What Status(es) Does Error Still Have in Teaching Foreign Languages?

Summary/Abstract: Our current contribution has emphasized the place and usefulness of error in the didactic field. If contrastive analysis compares the target language to the source language, on the contrary error analysis draws an analogy between the target language and the idiosyncratic production of learners. It is undeniable that error analysis cannot replace contrastive analysis, but it offers additional solutions that the latter does not put in place. Thus, its status has changed from the fault apprehended as a sanction and penalty to that of the error seen as a natural and inevitable step to get knowledge, know-how, and interpersonal skills. In this vein, error becomes a strategy for exploring and optimizing foreign language learning in an era where the plurilingual competence of the user-learner takes center stage.

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