La prononciation du français dans les séries de manuels scolaires Escalier et J'aime

https://dialnet.unirioja.es/descarga/articulo/4044476.pdf

À nouveau sur l´enseignement de l´r français aux espagnols depuis le XVII siècle

Comme les programmes de l’école primaire (M.E.N. 2015 révisé en 2018) nous y invitent, notre étude interroge les relations entre l’oral et l’écrit. Elle se fonde sur une expérimentation menée dans une classe de cycle 3, plus précisément de CM2 (élèves de 10 à 11 ans). Après avoir écouté un extrait d’une interview radiophonique, les élèves observés devaient analyser la transcription écrite de cet oral et la réécrire afin qu’elle respecte les normes de l’écrit. Nous demandant comment des élèves de fin d’école primaire appréhendent les différences entre oral et écrit, nous examinons, dans un premier temps, les représentations de l’oral et de l’écrit qui émanent de leurs deux écrits de travail (au sens d’écrits réflexifs), puis, dans un second temps, les caractéristiques de l’écrit qu’ils ont produit à partir de la transcription de l’oral radiophonique (et ce, en nous appuyant sur les opérations de réécriture mises en exergue par Fabre-Cols : les suppressions, les remplacements et les ajouts). Nous montrons qu’au cours de la séquence didactique, les élèves ont témoigné de réelles connaissances quant aux tendances à l’oeuvre dans les deux modalités de communication, alors qu’ils n’avaient pas bénéficié à cet égard d’un enseignement explicite, si ce n’est sur quelques aspects tels que la ponctuation.

/pdf/interroger-le-rapport-oral-ecrit-a-lecole-une-1kogbg6c.pdf

Interroger le rapport oral/écrit à l’école : une expérimentation en cycle 3

Chapitre 3 – Acoustique de la Parole (Phonétique Acoustique)

This paper aims at providing the most effective ways and practices to attain a better pronunciation of French based on the best achievements in the field of theoretical, practical and experimental phonetics, as well as on the contemporary understanding of comparative linguistics, methodology and teaching of French as a foreign language. Pronunciation plays an important role in achieving linguistic communication in foreign languages but mispronunciation, a violation of correct pronunciation norms, prevents the process of communication. Mastering the articulatory and acoustic aspects of the sound formation means mastering the phonetic pattern, however, the prosodic or the suprasegmental features are also part of the phonetic system and their mastering is very important. In the teaching practice and in many foreign language textbooks we notice that prosodic elements are not paid due attention. This paper has a double purpose: on one hand it aims at focusing the teachers‟ and lecturers‟ attention on the prosodic phenomena and their dealing with the challenges of French prosody such as the word stress, rhythmic group stress, breath group stress, sentence stress, elision, linking, sequence, intonation and rhythm, and on the other hand, at serving the teaching purposes. It aims at providing practical advice necessary to the aspects of prosody and corrective phonetics, and to supply several types of exercises in order to establish the right concepts and habits in developing a "new" prosodic system. Keywords: French, pronunciation, prosodic elements, stress, intonation, rhythm.

/pdf/effective-practices-in-improving-the-french-pronunciation-59gvaretvx.pdf

Effective Practices in Improving the French Pronunciation – The Prosodic Elements

Introduction à la phonétique du français

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Introduction à la phonétique du français

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La prononciation du français dans les séries de manuels scolaires Escalier et J'aime

À nouveau sur l´enseignement de l´r français aux espagnols depuis le XVII siècle

Interroger le rapport oral/écrit à l’école : une expérimentation en cycle 3

Chapitre 3 – Acoustique de la Parole (Phonétique Acoustique)

Effective Practices in Improving the French Pronunciation – The Prosodic Elements

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