Author
PhD. In Linguistics, English Language Department, King Faisal University, Hofuf, Kingdom of Saudi Arabia
ORCID: https://orcid.org/0000-0003-4089-1920
Abstract
Numerous pedagogical resources (Price, 2008; Batchelor & Chebli-Saadi, 2011; Judge & Healey, 1985, among others)dedicated to French language learning frequently rely on English translations and simplified examples, neglecting the intricate nuances and distinctive features inherent in the French language. This study aims to explore the complexities encountered by learners in mastering French subject pronouns (FSPs) compared to their English equivalents. Drawing upon Fry’s (2016) framework for efficient study techniques, our objective is to identify unique challenges and propose strategies to mitigate them. Employing a comparative qualitative research approach, we meticulously examined FSPs examples with input from five native French speakers to ensure linguistic accuracy and cultural authenticity. The findings illuminate the distinctive characteristics of FSPs, including their agreement in person, number, and gender, as opposed to English subject pronouns, which only agree in person and number due to the absence of a straightforward gender category. Furthermore, the study reveals nuances in pronunciation, spelling, contraction, and liaison that contribute to the difficulty of learning FSPs. This research contributes to the pedagogical discourse by providing evidence-based recommendations to address the challenges associated with mastering FSPs, thereby advancing language education practices. Pedagogical implications include incorporating the identified distinctive features directly into French language courses to facilitate understanding and learning. Additionally, learners can benefit from utilizing effective study techniques to grasp the peculiarities of FSPs, ultimately enhancing linguistic knowledge and comprehension.