DOI: 10.53136/979122182757611
Pages: 169-186
Publication date: July 2026
Publisher: Aracne
SSD:
L-FIL-LET/14 L-LIN/01 L-LIN/06 L-LIN/07
In this article, we introduce a theoretical reflection on the notion of error in French as a Foreign Language (FFL), by examining its evolution and its perception across different teaching methodologies. We then focus more specifically on pragmatic errors, questioning their causes and exploring possible solutions. In order to confront this theoretical approach with real–world observations, we ultimately carried out a pilot study with a small group of advanced level (C1–C2) Italian students, to assess their sensitivity to this phenomenon.
