Le rôle de la prononciation dans l’intercompréhension entre locuteurs de français lingua franca

Abstract

L'objectif de cette étude était d'identifier les aspects de la prononciation en français qui ont mené à des problèmes de compréhension durant les interactions entre des locuteurs de français comme lingua franca. Neuf paires d'apprenants de français langue seconde inscrits à un cours de niveau intermédiaire ou avancé dans une université francophone au Québec ont accompli quatre tâches interactives en français, puis ont visionné les enregistrements de leurs échanges et commenté les problèmes de compréhension survenus, réels ou potentiels. Dix-huit pour cent (18 %) des problèmes de compréhension étaient attribuables à la prononciation, particulièrement la production de segments, y compris la correspondance entre l'orthographe et la phonologie ainsi que l'influence de l'anglais. Par contre, très peu de problèmes étaient associés à la liaison ou à d'autres aspects suprasegmentaux. En outre, aucune différence significative n'a été observée entre les paires de L1 commune et de L1 différentes dans la fréquence des problèmes de compréhension causés par la prononciation. Des pistes pédagogiques sont proposées pour le développement de tâches de perception et de prononciation des aspects segmentaux et suprasegmentaux et pour l'enseignement des stratégies de communication.Abstract: The goal of this study was to identify aspects of L2 French pronunciation which led to comprehension problems during oral interaction between speakers of French as a lingua franca. Nine pairs of intermediate-and advanced-level French second language speakers at a French-medium university in Quebec completed four interactive speaking tasks in French, then individually viewed video recordings of the tasks, commenting on instances when there had been potential or actual comprehension problems. Pronunciation was the source of 18% of reported comprehension problems; the aspects of pronunciation most frequently tied to those problems, as identified by researchers, were production of segments, including difficulties with sound-spelling correspondence and cross-linguistic influence from English. Liaison and other suprasegmental aspects were very infrequently linked to

Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings

“…And for L2 German, comprehensibility of L2 German speakers was predicted by phonetic, lexical, morphological, and fluency measures and by stress placement accuracy, but not by syntactic and phonological measures (O'Brien, 2014). The only relevant research to date comes from Kennedy, Guénette, Murphy, and Allard (2015) who recently showed that during task-based interactions between pairs of L2 French speakers, pronunciation accounted for 18% of the comprehension problems between the pairs (see also Bergeron & Trofimovich, 2017). The elements most frequently linked to comprehension problems were segments, particularly consonant production.…”

A system for high-variability training of French vowels: A design-based study

“…Research demonstrates that the pronunciation of French segmentals is especially crucial for the ability of the learner to produce intelligible speech. For example, Kennedy et al (2015) found that mispronounced segments were a frequent cause of miscommunication among speakers of French as a lingua franca in Quebec. In this study, intermediate and high-level students participated in paired discussion tasks and then reviewed recordings of the activities to identify moments of confusion or miscommunication.…”

“…After vocabulary, pronunciation of segments was the second leading cause of communication difficulties among students. Frenchspecific suprasegmentals, such as liaison, were rarely used by the participants in Kennedy et al (2015) and therefore did not cause comprehension problems.…”