The effects of dysgraphia on learning French as a foreign language

Abstract

Numerous studies have focused on learning written French as a foreign language (FFL),
a complex activity that simultaneously mobilizes various forms of knowledge and skills.
During written production, learners may encounter various difficulties related to
linguistic, cognitive, or grahic factors. This research focuses particularly on the
difficulties experienced by learners with dysgraphia in learning and practicing writing
FFL. It aims to highlight the manifestations of dysgraphia and their impact on learners
writing skills. Furthermore, the study explores teaching and learning strategies that may
help overcome these difficulties and promote the development of the writing skills of the
learners concerned.