L’erreur : analyse, rétroaction et « dédramatisation »
The Error: Analysis, Feedback, and 'Downplaying'

Summary/Abstract: The present article aims to reevaluate the role of errors in classes of French as a foreign language, particularly in oral productions. We will analyze the current theories on error and highlight the paradigm shift that is taking place in language teaching. By encouraging an open communication and by using the Communicative and Action-oriented approach, teachers openly invited errors in their classrooms. Therefore, it is important to find the best ways to manage them and to give feedback in order to stimulate communication and learning. We used recent theories on this topic and our own experience as a French teacher as a basis to start the reflection. Our main conclusion is that we cannot stress enough the need to “humanize” errors in French classes, especially in the Romanian context, where errors tend to be considered exclusively as a sign of weakness or a lack of knowledge.

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