Orthography and pronunciation in the French language are two categories in complete disparity. This discrepancy is reflected in the fact that when pronouncing French, far fewer phonemes are produced than are represented by graphemes in the written form. The goal of this paper is to present the concept of silent morphology, or inaudible morphemes in French, using examples of agreement in gender and number. For this study, we have built a written corpus of allophone French learners L2 called Didacquis, consisting of 30 written productions (narrative and argumentative texts on topics such as studies, travel, and friendships) by 12 learners at the post-initial (PI) stage based on grammatical profiles that show the developmental pathways of acquisition routes (Bartning & Schlyter, 2004). In this context allophone learners refers to people whose first language is not French. The results are interpreted through the Pienemann’s Processability Theory (1998). The conclusion is that understanding these letters in French is exclusively contextual due to the presence of silent morpheme endings and the phenomenon of homophony.

U ovom radu analizirat će se upotreba diskursnih markera u spontanom govoru na suvremenom francuskom jeziku na temelju jednojezičnoga usmenog korpusa Les Vocaux na sveučilištima u Strasbourgu, Lorraineu i Liègeu. Analiza korpusa obuhvaća 745 audiodokumenata, odnosno više od deset sati glasovnih poruka koje su snimljene mobilnim aplikacijama. Rad će pokušati dokazati da diskursni markeri imaju ulogu artikulatora u govornim iskazima na francuskom jeziku. Iako se radi o neobaveznim partikulama u govoru na sintaktičkom planu, one su vrlo česte i važne su u primanju poruke na pragmatičkom planu. S obzirom na opsežnost korpusa i frekvenciju upotrebe markera, analizirat ćemo upotrebu samo jedanaest onih koji su najprisutniji u korpusu: du coup, genre, ben, mais, enfin, en fait, bon, voilà, après, quoi, donc. Rezultati istraživanja pokazuju da navedeni diskursni markeri imaju različite uloge na makrosintaktičkom planu te da, iako predstavljaju periferne elemente govora, doprinose razvoju i organizaciji ilokucijske snage.

The pronoun en is usually described in the literature as an adverbial pronoun, although the adverbial value is only one of several functions in which it can appear. It is a pronoun whose use is very diverse and complex, which is best seen based on numerous syntactic functions that we will present first in this paper. Then we will emphasize the analysis of examples of its use in the corpus, which includes student works divided into three stages (PI / INT / AH). Our goal is to determine to what extent this pronoun is represented in the mentioned corpus and in which syntactic functions it appears most often, i.e., to what extent students master its use. The analysis will also include those examples in which the use of this pronoun was absent as well as those in which its use is unacceptable.