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.
|寄稿の翻訳タイトル||Learners of French meet the standards of pronunciation: Any input(s) to any output(s)?|
|ジャーナル||Revue Francaise de Linguistique Appliquee|
|出版ステータス||Published - 2012 12 21|
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language