نبذة مختصرة : International audience ; L1 Chinese learners of L3 French often have English as an L2. Their difficulties in French pronunciation include stop voicing in French (e.g. gâteau ~ cadeau, don ~ thon) (Landron et al. 2017) and vowel-length contrasts in English (Jia et al. 2006). L2-L3 interferences (Hammarberg 2001) are also likely to occur (e.g. voiceless stop aspiration in L3 French). Grounded the phonetic and phonological study of the three languages in contact, a Cleanaccent© phonetic training program was designed to teach French and English pronunciation to Chinese-speaking learners. As an extension of what was designed and experimented by Vaissière & Exare ( 2023), the linguistic input relies on i ) minimal pairs (EN: sheep ~ ship, FR: pomme ~ paume), ii) pairs of words containing a pair of vowels (/e/ in EN: red hen and /u/ in FR: poule rouge), iii) vowel charts in IPA, iv) logatomes (EN: /hVd/ and FR: /CVC/) and iv) L2-L3 cognates (e.g. Paris, train) to favour phonological awareness and sensitivity to allophonic variation (e.g. EN: /ˈpʰaeɹɪs/ vs. FR: /paʁi/) in L1-L2-L3. Phonologization is supported by L2-L3 multiple-speaker auditory input. Passive learning is made possible by relaxation exercises. Gestures are used for L2-L3 vowel articulation and word prosody. Our material, comprising pictures, lottos, card games and sound files, is available online and in paper format. This talk is a 20-minute presentation of our concrete, research-based, language teaching program. Bound to be experimented soon, the course reconciles didactics and linguistics as well as phonetics and foreign language teaching.
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