Linguistic interference in the learning of French as a Foreign Language (FLE) by Mozambican students
Linguistic interference in the learning of French as a Foreign Language (FLE) by Mozambican students
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1427Keywords:
Language Learning, Linguistic Interference, French Language, Portuguese Language, Interlanguage, and Errors.Abstract
The present article addresses an analysis of the problematic of linguistic interference in the learning of French, a study conducted at the 11th and 12th grade levels at Lhanguene Secondary School, located on the outskirts of the city of Maputo. Mozambique is a plurilingual and multicultural country, where teaching and learning encompass influences from various languages and cultures. Based on the linguistic order of this country, there is a linguistic potential, where the coexistence of multiple languages in the same social space undoubtedly influences the learning of a foreign language (FL). In this sense, learning is marked by various interlinguistic interferences that manifest during the teaching process, where the mother tongue (MT) is indicated as the main factor of the origin of various aspects that cause interferences. Essentially, the objective of this study is to examine how the Portuguese language (PL) influences the learning of French, a foreign language (FL). Like other school subjects, the French language is learned in the school setting, involving non-francophone learners from various social contexts. Therefore, the teaching and learning of FL occur in a context of linguistic diversity, and for this reason, we consider it important to understand the "nuances" that determine what can be called "deficient acquisition" of this foreign language (FL).
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Copyright (c) 2025 Jamila Rahima Nhaca, Isabel Ana Rodrigues Cacachal, Maria Sandra Jaime Mate, Canjara Baltazar da Costa Massango, Joaquim Mulamula Sabino Banguine (Autor)
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