Faux-amis en FLE : une étude théorique de l’interférence linguistique et de ses implications didactiques dans le contexte ghanéen

Abstract

In multilingual contexts such as Ghana, the learning of French as a foreign language (FLE) by English speakers is influenced by linguistic interference related to false cognates. These lexical units, formally similar in English and French but semantically divergent, are a persistent source of errors that hinder learners' progress. This article combines a theoretical analysis, based on contrastive linguistics and interlanguage theory, with concrete didactic proposals to limit these confusions. Using case studies and data from classroom practice, we highlight the cognitive mechanisms underlying these errors and propose targeted pedagogical tools: classification grids, contextual discrimination activities, and metacognitive approaches. The objective is twofold: to shed light on the processes of lexical acquisition from a contrastive perspective and to help FLE teachers design more effective sequences adapted to an English-dominated linguistic environment.

Cuvinte-cheie: lingvistica contrastivă, interlimba, prieteni falşi ai traducătorului, limba franceză ca limbă străină, predarea limbii

REZUMAT

În contexte multilingve precum cele ale Ghanei, învățarea limbii franceze ca limbă străină (FLS) de către vorbitorii de limbă engleză este influențată de interferențele glotice legate de așa-zișii prieteni falși. Aceste unități lexicale, similare formal în engleză și franceză, dar divergente semantic, reprezintă o sursă persistentă de erori care împiedică progresul de învăţare al studenţilor. În acest articol, combinăm o analiză teoretică, bazată pe lingvistica contrastivă și teoria interlingvistică, cu propuneri didactice concrete pentru a limita aceste confuzii. Folosind studii de caz și date din practica din clasă, evidențiem mecanismele cognitive care stau la baza acestor erori și propunem instrumente pedagogice specifice: grile de clasificare, activități de discriminare contextuală și abordări metacognitive. Obiectivul este dublu: de a clarifica procesele de achiziție lexicală dintr-o perspectivă contrastivă și de a ajuta profesorii de FLS să conceapă secvențe mai eficiente, adaptate unui mediu glotic dominat de limba engleză.

LANGUAGES OF PUBLICATION

French (main text and corpus); Spanish and English (corpus)

TITLE IN ENGLISH

False Friends in French as a Foreign Language: A Theoretical Study of Linguistic Interference and its Didactic Implications in the Ghanaian Context

UDC: 81

REFERENCES

Abakah, E. (2015). Language interference in second language acquisition: A Ghanaian perspective. University of Ghana Press.

Corder, S. P. (1967). The significance of learner’s errors. International Review of Applied Linguistics, 5(4), 161–170.

Corder, S. P. (1974). Error analysis: Perspectives on second language acquisition. Longman.

Dulay, H., Burt, M., Krashen, S. (1982). Language two. Oxford University Press.

Ellis, R. (1994). The study of second language acquisition. Oxford University Press.

Fisiak, J. (1981). Contrastive linguistics and the language teacher. Pergamon.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.

Fries, C. C. (1945). Teaching and learning English as a foreign language. University of Michigan Press.

Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course (3^rd ed.). Routledge.

James, C. (1980). Contrastive analysis. Longman.

Koné, A. (2020). Le français et la compétitivité professionnelle en Afrique de l’Ouest. L'Harmattan.

Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.

Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.

Laufer, B. (2000). Avoidance of idioms in a second language: The effect of L1-L2 degree of similarity. Studia Linguistica, 54(2), 186–205.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.

Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.

Ringbom, H. (1987). The role of L1 in foreign language learning. Multilingual Matters.

Ringbom, H. (2007). Cross-linguistic similarity in foreign language learning. Multilingual Matters.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209–231.

Stockwell, R. P., Bowen, J. D., Martin, J. W. (1965). The grammatical structures of English and Spanish. University of Chicago Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Vinay, J. P., & Darbelnet, J. (1958). Stylistique comparée du français et de l'anglais. Didier.

Weinreich, U. (1953). Languages in contact: Findings and problems. Linguistic Circle of New York.

Received: September 14, 2025 | Reviewed: September 23, 2025 | Accepted for publication: September 30, 2025

Google Scholar cited by