Abstract:
The subject of our research is keeping with pregnant work in linguistic
difficulties encountered by Algerian learners of French as a foreign language as
well as on the learning strategies. As teachers in secondary school, we particularly
interested in difficulties inherent in the language teaching and learning. Our study
is focussed on French pronouns/adverbs "en" and "y", wich we think are difficult
to use by non-natives. We at giving rational and logical explanation to the
absence of these pronouns /adverbs learners written. This failure to recognize the
use of these pronouns/adverbs has aroused our interest to explicit this difficulty
met by learners who have been learning French for nine years and who are
supposed to have acquired linguistic competence allowing them to express
themselves orally and in written form. We have tested two groups of 2ind year
pupils who undergone the educational reform. The pupil’s productions show their
failure to recognise the pronouns/adverbs "en" and "y” and tell us about the
learning strategies used by pupils during the writing phase. Our analysis of the
syllabi and teachers looks for middle and secondary school confirm the absence
of the two pronouns. In these pronouns are included in the baccalaureate
questions.
In fact, this research work is a syntactic and didactic analysis of the pronouns
"en" and "y". We hope I twill bring new pedagogical perspectives in the teaching
and learning of pronouns.
