Les erreurs grammaticales dans les productions écrites des apprenants à l’ école primaire: causes et remédiations

In Burkina Faso, French is both a subject and a vehicle for education. In primary school, its teaching in written form begins in elementary school with the observation of inadequacies in the learners’ written productions, in particular the incorrect application of grammatical rules, the existence of errors in summaries or the persistence of errors in corrected exercises. All these difficulties constitute an obstacle to the consolidation of grammatical knowledge and the prevention of errors. So, what explains the recurrence and persistence of grammatical errors in written productions? The purpose of the study is to analyze errors in written productions in order to detect their causes and to set up appropriate pedagogical situations. The mixed method, carried out through field surveys and documentary research, was used to guide the reflection. The study shows that the recurrence of errors in learners’ written productions can be explained by the fact that they do not practice the transfer of their grammatical knowledge; Also, the correction and double correction of written productions are neglected. Remedial strategies to curb these grammatical errors have been proposed.