Galina BOUBNOVA (Moscou, Russie)Correction phonétique : enseignement du français / du russe à des apprenants russophones / francophones
(Phonetic correctness: the case of the teaching of French to Russophone learners and Russian to French learners)2006, Vol. XI-1, pp. 7-19
In learning the phonetics of a foreign language an adult student takes in new sounds still sustaining the definitive influence of the phonological categorization of his or her mother tongue. In Russia phonetic correction mainly makes use of such methods as visual display as well as tactile and motive drills aimed at developing articulation. By making pronunciation subordinate to myoneural control that procedure virtually disregards the prosodic component of the speech. Teaching foreign language prosody as presented in this article is based on the fact that a student cannot only hear but also see the appropriate audio signal. The use of the visual channel enhances work on the prosody of a language to be studied both at the stage of its perception and at the stage of production.
Sylvain DETEY (Tokyo, Japon)Les apprenants de français face aux normes de prononciation : quelle(s) entrée(s) pour quelle(s) sortie(s) ?
(Learners of French and pronunciation norms in the FL : what input do we need to reach what results)2012, Vol. XVII-1, pp. 81-96
In the field of French language education, the developments of corpus linguistics have spurred a reassessment of the importance of pedagogical norms and linguistic variation in teaching curricula. In this article, we focus on the phonetic-phonological dimension of the teaching/learning process and, after a short glance at pronunciation models in French, we examine the impact of sociolinguistic descriptions of varieties of French on pronunciation education. Referring to the notions of 'errors' and 'accents' among non-native speakers, we point out the need for broad and systematic corpus-based studies, comparable with native databases. Finally, we introduce the InterPhonologie du français contemporain project and look at the notion of non-native norms, both from theoretical and applied perspectives.
Juana GIL FERNÁNDEZ (Madrid, Espagne)L'enseignement de la prononciation : rapport entre théorie et pratique
(The teaching of pronunciation: the widening gap between fundamental research and classroom practice)2012, Vol. XVII-1, pp. 67-80
In recent times, in the academic field related to the training of L2 pronunciation teachers, the already existing gap between fundamental research and the application of its results in the classroom has widened. In some degree, this has been a consequence of that training being focused on methodological aspects more than on the intrinsic knowledge of the subject to be taught. In this article, on the basis of two concrete examples, the need for keeping pronunciation teachers permanently informed about the findings of the basic research in phonetics / phonology is defended as a means to achieve a very fruitful interaction between the two sides, theoretical ad applied, of the discipline.
Johan F. MATTER (Amsterdam, Pays-Bas)La prononciation authentique en langue étrangère : un problème négligé
(Authentic pronunciation in a Foreign Language: a neglected problem)2006, Vol. XI-1, pp. 21-32
This article addresses the problem why authentic pronunciation in a foreign language, contrary to other aptitudes in that same language, is so difficult, if not altogether impossible, to achieve. The problem is addressed from different theoretical perspectives: psycholinguistics, physiology and psychology. The approach by Guiora seems so far the most complete and the most promising. The problem of the necessity or the desirability of authentic pronunciation from a teaching point of view is not addressed. The article finishes on the question whether in the global village in which we live, the role of authentic pronunciation will not necessarily change in nature.
Sandrine WACHS (Paris 10)L'influence de l'âge sur la prononciation du français en Ile-de-France
(The influence of age on the pronunciation of French in Ile de France)1998, Vol. III-1, pp. 57-66
Does the way a language is spoken vary with the age of the speakers of that language? In this paper we want to discuss different forms of articulatory relaxation in the Ile-de-France area in relation to the age of the speakers of those forms. The study shows that everybody relaxes his or her pronunciation in informal sttings. Only the reduction of "speach markers", such as 'écoute', 'je ne dis pas', seems to be specific to 18-45 year-old speakers.