Les apprenants de Français face aux normes de prononciation: Quelle(s) entrée(s) pour quelle(s) sortie(s)?

Translated title of the contribution: Learners of French meet the standards of pronunciation: Any input(s) to any output(s)?

Sylvain Detey, Isabelle Racine

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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.

Translated title of the contributionLearners of French meet the standards of pronunciation: Any input(s) to any output(s)?
Original languageFrench
Pages (from-to)81-96
Number of pages16
JournalRevue Francaise de Linguistique Appliquee
Volume17
Issue number1
Publication statusPublished - 2012 Dec 21

Keywords

  • Foreign language learning
  • Language varieties
  • Oral corpora
  • Pronunciation

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language

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