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)?

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.

Original languageFrench
Pages (from-to)81-96
Number of pages16
JournalRevue Francaise de Linguistique Appliquee
Volume17
Issue number1
Publication statusPublished - 2012

Fingerprint

linguistics
French language
language education
Teaching
sociolinguistics
phonetics
learning process
curriculum
education
Education
Corpus Linguistics
Learning Process
Accent
Linguistic Variation
Corpus-based Study
Language Education
Curriculum
Non-native Speakers
Data Base
Glance

Keywords

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

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language

Cite this

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AB - 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.

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