La compétence rédactionnelle en langue française du futur traducteur hispanophone

Abstract

This article investigates and analyzes Spanish speakers FLE students’ writing proficiency. The paper is focused on the analysis of written productions of students in second year of Translation and Interpretation Degree with French as first foreign Language. The paper examines errors in a corpus of 120 essays written by 60 students. All the errors in the essays were identified and classified into various categorizations. The study seeks to explore Spanish students’ major writing difficulties in French as a Foreign Language (FLE) by analyzing the nature and proportion of their writing errors. The article proposes using bilingual parallel corpora as a didactic strategy in a way to enhance students’ writing proficiency. Empirical results prove that the method proposed is indeed effective.