Application of the Abstract Inter-Language Model in the Analysis of the Participant's Errors in the Writing Section of the DELF Exam in Iran

In the present article, by analyzing the participants’ errors in the writing section of the international DELF exam, the authors try to discuss the evolution and mutation of the Iranian learner's inter-language. The general purpose of this research, accordingly, is to pinpoint the effects of Persian language on learning French, as a foreign language, in such realms as vocabulary, and idiomatic and structural constructions. The research, as well takes into account the way inter-language evolves and changes in four levels of DELF exam based on the common European referent Framework for languages. Due to the fact that the language learners are impressed by their mother language, they, unconsciously, experience linguistic errors in such fields as vocabulary use, syntactic structure, and grammar while writing.
The findings of this research revealed that Iranian French-language learners who participate in the international French exams, are basically under the impression of a simplified system of French language, the complexity of which is promoted along with the learner's general level. The analysis of the texts composed by the participants of the DELF exam reveals that the writing errors performed by the learners are mostly rooted in their mother language as well as their false assumptions and predispositions about language and its learning process.