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Et si on apprenait à ne plus appréhender l’enseignement de la prononciation en classe de français ?

Journal Title: Studii şi cercetări filologice - Seria Limbi Străine Aplicate - Year 2018, Vol 17, Issue

Abstract

French pronunciation is a major concern for FSL teachers so much that instructors quite often hesitate to make it one of their teaching objectives. There are two possible explanations for this: FSL teachers either are conscious of their own pronunciation or have limited knowledge of the process, role, and function of the tools available in textbooks in order to teach pronunciation. This article reflects the experience drawn from a workshop we run in Cyprus, in June 2017, during a conference entitled “Les journées d’étude – Langues Moins Diffusées et Moins Enseignées (MoDiMEs): langues enseignées, langues des apprenants”. The aim of this workshop was to demystify didactics of pronunciation, build confidence in FSL teachers, and make them aware of their own teaching process.

Authors and Affiliations

Patéli Maria

Keywords

pronunciation teaching rehabilitation phonetic activities

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The present paper aims at stressing the need for applied linguistics in dealing with didactic and lexicographical instruments, not only in the traditional manner, but also – or mainly – in the novel modalities suggested...

EP ID EP434175
DOI -
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