Les apprenants polonophones du français et la phonétique : représentations et auto-évaluation

Krzysztof Kotuła,

Françoise Collinet


Polish students learning French phonetics: comparing teacher and self-assessment perspectives

The goal of the research was to determine whether learners of French are able to accurately assess the quality of their pronunciation. Study participants were Polish students of Applied Linguistics (n = 25). Participants were asked to complete a questionnaire containing items related to their beliefs about pronunciation, as well as to self-evaluate their pronunciation. Four basic components were taken into consideration: sounds, intonation, accentuation and liaisons. Next, the subjects were recorded while reading a text. Immediately after the completion of the recording, they were asked to assess one more time the quality of their pronunciation. The recordings were then submitted to three judges (experienced French teachers). Statistical analysis of the data showed that students tended to perceive their abilities in a less favourable light immediately after the recording. This decrease was found to be in concordance with the scores attributed by the judges, proving that students are able to correctly evaluate the quality of their pronunciation, but also that the context of self-assessment is a crucial factor. 

Słowa kluczowe: French second language learning, explicit phonetic instruction, L2 pronunciation, attitudes, beliefs

Anderson-Hsieh Janet, Johnson Ruth, Koehler Kenneth, 1992, The Relationship between Native Speaker Judgments of Nonnative Pronunciation and Deviance in Segmentals, Prosody, and Syllable Structure, Language Learning 42(4) : 529–555.

Billerey Bożena, 2004, La perception des phonèmes français chez les apprenants polonais ; elaboration d’un outil pédagogique en Fle dans l’optique verbo-tonale de correction phonétique, Université de Toulouse Le Mirail : thèse non publiée.

Birdsong David, 2003, Authenticité de prononciation en français L2 chez des apprenants tardifs anglophones : analyses segmentales et globales, Acquisition et interaction en langue étrangère 18, http://aile.revues.org/1150 (consulté le 15.05.2016).

Birdsong David, 2007, Native like Pronunciation among Late Learners of French as a Second Language, (in :) Ocke‐Schwen Bohn, Murray J. Munro (eds.), Language Experience in Second Language Speech Learning: In Honor of James Emil Flege, Amsterdam: John Benjamins, 99–116.

Bongaerts Theo, 1999, Ultimate Attainment in L2 Pronunciation: The Case of Very Advanced Late L2 Learners, (in :) Second Language Acquisition and the Critical Period Hypothesis, David Birdsong (ed.), Mahwah, NJ : Erlbaum, 133–159.

Buss Larissa, 2015, Beliefs and Practices of Brazilian EFL Teachers Regarding Pronunciation, Language, Teaching Research 20(5) : 619–637.

Derwing Tracey M., 2003, What do ESL Students Say about Their Accents?, The Canadian Modern Language Review 59(4) : 547–566.

Derwing Tracey M., Munro Murray J., 2005, Second Language Accent and Pronunciation Teaching : A Research Based Approach, TESOL Quarterly 39(3) : 379–397.

Derwing Tracey M., Munro Murray J., Wiebe Grace E., 1997, Pronunciation Instruction for “Fossilized” Learners: Can It Help?, Applied Language Learning 8(2) : 217–235.

Derwing Tracey M., Munro Murray J., Wiebe Grace E., 1998, Evidence in Favor of a Broad Framework for Pronunciation Instruction, Language Learning 48(3) : 393–410.

Derwing Tracey M., Rossiter Marian J., 2002, ESL Learners’ Perceptions of Their Pronunciation Needs and Strategies, System 30(2) : 155–116.

Doughty Catherine, 2001, Cognitive Underpinnings of Focus on Form, (in :) Cognition and Second Language Instruction, Peter J. Robinson (ed.), Cambridge : Cambridge University Press, 206–257.

Drewelow Isabelle, Theobald Anne, 2007, A Comparison of the Attitudes of Learners, Instructors, and Native French Speakers about the Pronunciation of French: An Exploratory Study, Foreign Language Annals 40(3) : 491–518.

Dunlap William P., Cortina Jose, Vaslow Joel B., Burke Michael J., 1996, Meta-analysis of Experiments with Matched Groups or Repeated Measures Designs, Psychological Methods 1(2) : 170–177.

Foote Jennifer A., 2010, Second Language Learners’ Perceptions of Their Own Recorded Speech, Edmonton: Prairie Metropolis Centre, https://sites.ualberta.ca/~pcerii/WorkingPapers/WP1002.pdf (consulté le 19.12.2016).

Foote Jennifer A., Trofimovich Pavel, Collins Laura, Soler-Urzúa Fernanda, 2013, Pronunciation Teaching Practices in Communicative Second Language Classes, The Language Learning Journal 44(2) : 181–196.

Hahn Laura, 2004, Primary Stress and Intelligibility: Research to Motivate the Teaching of Suprasegmentals, TESOL Quarterly 38(2) : 201–223.

Heu Elodie, Abou-Samra Myriam, Perrard Marion, Pinson Cécile, 2012, Le nouvel Edito. Niveau B1, Paris : Didier.

Hincks Rebecca, Edlund Jens, 2009, Promoting Increased Pitch Variation in Oral Presentations with Transient Visual Feedback, Language Learning & Technology 13(3) : 32–50, http://llt.msu.edu/vol13num3/hincksedlund.pdf (consulté le 28.11.2016).

Kennedy Sara, Trofimovich Pavel, 2010, Language Awareness and Second Language Pronunciation : A Classroom Study, Language Awareness 19(3) : 171–185.

Lappin-Fortin Kerry, Rye B.J., 2014, The Use of Pre-/Posttest and Self-Assessment Tools in a French Pronunciation Course, Foreing Language Annals 47(2) : 300–320.

MacDonald Shem, 2002, Pronunciation: Views and Practices of Reluctant Teachers, Prospect 17(3): 3–18, http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_17_no_3/17_3_1_MacDonald.pdf (consulté le 28.11.2016).

Olson Daniel J., 2014, Benefits of Visual Feedback on Segmental Production in the L2 Classroom, Language Learning & Technology 18(3): 173–192, http://llt.msu.edu/issues/october2014/olson.pdf (consulté le 28.11.2016).

Préfontaine Yvonne, 2013, Perceptions of French Fluency in Second Language Speech Production, The Canadian Modern Language Review / La Revue canadienne des langues vivantes 69(3) : 324–348.

Schmidt Richard W., 1990, The Role of Consciousness in Second Language Learning, Applied Linguistics 11(2): 129–158, http://nflrc.hawaii.edu/PDFs/SCHMIDT%20The%20role%20of%20consciousness%20in%
20second%20language%20learning.pdf (consulté le 20.11.2016).

Saito Kazuya, 2011, Examining the Role of Explicit Phonetic Instruction in Native-like and Comprehensible Pronunciation Development: An Instructed SLA Approach to L2 Phonology, Language Awareness 20(1) : 45–59.

Waniek-Klimczak Ewa, 2013, It’s All in Teachers’ Hands’: The English Pronunciation Teaching in Europe Survey from a Polish Perspective, (in :) Investigations in Teaching and Learning Languages: Second Language Learning and Teaching, Danuta Gabryś-Barker, Ewa Piechurska-Kuciel, Jerzy Zybert (eds.), Heidelberg : Springer, 245–259.