Résumé:
The dissertation investigates grammar errors in EFL learners’ oral performance via the use of an error analysis. Moreover, the research in hand attempts, as well, to unveil the teachers’ attitudinal perspective about their learners’ committed grammar errors and the strategies they adopt to adjust them. Hencefore, this study is based on the hypothesis that the more the teachers are informed about the different types and sources of grammar errors and address appropriately the needed feedback, the less errors would be committed by EFL learners and the less fossilization would take place in their interlanguage. This study is divided into three chapters; the first chapter tackles issues in connection with grammar errors and teacher feedback, whereas the second one is concerned with EFL oral performance. Further, chapter three embodies the practical part of the current study; hence, a mixed research method is adopted. Quantitative data from an error analysis conducted with (150) out of (270) third year English Language LMD students at Mohammed Seddik Ben Yahia University are retrieved . While, qualitative data are collected from an addressed semi-structured interview to four oral expression teachers at the same department. The findings of this research highlight that the most common types of grammar errors committed by the participants are omission, misinformation, addition, and misordering. The research revealed, as well, that providing students with the appropriate feedback lessens the common committed grammar errors and decreases fossilization in EFL learners’ language.
