Description
The theme of this work was the question of pedagogical failures, regardless of the method of teaching, in the acquisition of the foreign language. In this way, we discuss the perspectives of Revuz (1998) regarding the recognition of foreign language learning, which stands out for the high rate of failure. Failures in acquiring foreign languages are common and studies focus mainly on the pedagogical and cognitive dimensions. However, the study of these dimensions seems insufficient to account for all cases of failure. Thus, a group of researchers has been working within the field of Linguistics, as well as psychoanalysis, to understand this phenomenon. We have as general objective to identify the probable causes of inhibition of the process of acquisition of a foreign language and, specifically, to relate the inhibition to the characteristics of the specific link that the learners can maintain with the mother language and to highlight, among those causes, those that seem to have analyzed in the light of Freud-Lacanian psychoanalysis and Saussurian linguistics. From these, we seek, through the analysis of the semi-structured interviews of four participants who have difficulty learning the French language, elements that point to probable causes that impede the progress of this acquisition, considering that all participants already have contact with other languages foreigners and are unable to advance in French language studies. The results point to significant elements that become useful in reflections on foreign language acquisition studies.
