THE DISCOURSE OF GREEK LEARNERS AND TEACHERS OF FRENCH

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The present paper investigates the Greek learners' perception of the recurrent mistakes they make in French, of their teachers' perception of these same mistakes, as well as of the way the latter choose to exploit them in terms of didactization. In this paper, we aim to: welcome the discourses of Greek learners and teachers on their representations of French as a foreign language of learning; enhance their testimonies on the recurrent mistakes that the former make and the latter take care of; allow learners to establish a reflexive look at the origins of these mistakes.