The learning of Spanish as a foreign language by students of Benin and its theoretical implication

Abstract

This article presents the interpretation of errors of one hundred Beninese students learning Spanish as a Foreign Language (SFL) and, specifically, its causes in order to contribute to the debate on the teaching / learning process of languages like Spanish and German for example, which use tends to be merely limited to the classroom. We propose to examine the adjustment of such process in the social and individual multilinguism context that Benin represents, and in the light of the (socio) linguistic practices typically associated to it. This work suggests that these practices can motivate a different interpretation both of the factors surrounding the teaching / learning process and, mainly, of the errors that characterize the outputs of the learners.