A research-based phonetic trainer for L1 Chinese learners of L2 English and L3 French
Résumé
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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