Spelling issues: what learner corpora can reveal about L2 orthography

The article is devoted to spelling errors of Russian learners in a French-speaking environment. Based on 1,816 errors, the analysis focuses four mechanisms (transposition, insertion, omission, and substitution), influence contextual non-contextual (cognitive, inter- intralinguistic, extralinguistic) factors taken into account for each mechanism question. Despite multidimensional nature involved, recurrence certain makes it possible distinguish clear trends acquisition linguistic facts. In addition, quantitative obtained data allows cross-sectional studies which traces back steps various aspects spelling, from A1 C1 level first time. Moreover, qualitative provides valuable pedagogical materials.