Quelques outils méthodologiques pour aider l’étudiant francophone face à la prononciation de l’anglais

French Teachers of English: Are They Trained to Teach English Pronunciation and Oral Comprehension Properly?

“…In a study, Hilton (2003) noted that in 25% of cases, French learners of English had not been able to identify a word in its spoken form even if they recognized its written form, nor to make the difference between 'hit' and 'eat' for example, which underlines that French learners face difficulties in understanding spoken English. Learning difficulties regarding the acquisition of English pronunciation by French learners of English have also been exposed in various publications Henderson et al, 2012;Moore-Mauroux, 2010), and recurring errors have been identified, both at the segmental and suprasegmental levels (Herry-Bé nit, 2011; Capliez, 2011).…”

“…In a study, Hilton (2003) noted that in 25% of cases, French learners of English had not been able to identify a word in its spoken form even if they recognized its written form, nor to make the difference between 'hit' and 'eat' for example, which underlines that French learners face difficulties in understanding spoken English. Learning difficulties regarding the acquisition of English pronunciation by French learners of English have also been exposed in various publications Henderson et al, 2012;Moore-Mauroux, 2010), and recurring errors have been identified, both at the segmental and suprasegmental levels (Herry-Bé nit, 2011; Capliez, 2011).However, these learning difficulties are not new, and in 1934, Chaffurin already stated that "English pronunciation [was] difficult for French people". This way, if learning English pronunciation has proved to be challenging for French learners for a long time now, one could wonder why the situation has not evolved over the last decades, as learning difficulties have clearly been identified.…”

English Pronunciation and the Spelling-Sound Code: What Priorities for Teachers of EFL?

“…The English Spelling-Sound Code: Identifying the Challenges English Rhythm and the Spelling-Sound Code Many researchers consider that the rhythm of English is the key to spoken English (Fournier, 2010;Howe & Moore, 2021;Huart, 2010;Moore Mauroux, 2010;Schottman, 2012) and spelling-sound issues can only be addressed once this is understood. Indeed, rules for spelling-sound correspondences only apply to stressed syllables; unstressed syllables, as well as grammatical words, frequently undergo vowel reduction, thus erasing any spelling-sound connection.…”

Conception d’un dispositif hybride au service de la conscience phonético-phonologique

“…Pour ce faire, en plus des outils présentés plus tôt, des gestes professionnels sont convoqués avec l'appui du tableau de l'API (figure 5). Dans le tableau 2 ci-dessous, Underhill (2005) Figure 9 -Exemple d'utilisation des doigts de la main pour illustrer l'accent de phrase (Underhill, 2005 : 164) Herry-Bénit (2011) préconise aussi de frapper des mains ou de chantonner pour faire prendre conscience de l'accent de mot : (Tench, 1981 ;Rochet, 1995 ;Bradlow et al, 1997 ;Wang et Munro, 2004 ;Mauroux, 2010 ;etc. ), un apprenant n'est capable de prononcer que les segments et suprasegments qu'il perçoit, comme nous l'avons mentionné pour expliquer le crible phonologique (1.4.1.1).…”