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The Relation Between Phonology and Orthography as a Basis for Teaching French

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Date Issued:
1969
Abstract/Description:
The French language is characterized by its many ambiguities. These peculiarities of the language constitute pitfalls for the learner who does not know how to disambiguate them. These ambiguities illustrate the need for teaching orthography along with the discrimination of sounds. Many examples are given. The causes of ambiguities, such as ignorance of phonetic contrasts, intonation, correct capitalization, or linking and juncture are discussed, as are problems arising from homophony, the mute e, and the "faux amis." For the past fifteen years programming of foreign languages, mostly based on B. F. Skinner's theory of learning, endorsed by many linguists, emphasized varieties of the audio-lingual method. A survey of methods, materials, experiments, and opinions of authorities in the field of linguistics indicates that this method, although often employing the most modern electronic material has failed to produce meaningful results. All of the above factors support the evidence for the need of teaching orthography along with the study of sound, and the necessity of continued research in theory and methods of teaching, particularly in French.
Title: The Relation Between Phonology and Orthography as a Basis for Teaching French.
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Name(s): L'Homme, Madeleine M.
Jamieson, Edward A., Thesis advisor
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 1969
Date Issued: 1969
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 59 p.
Language(s): English
Abstract/Description: The French language is characterized by its many ambiguities. These peculiarities of the language constitute pitfalls for the learner who does not know how to disambiguate them. These ambiguities illustrate the need for teaching orthography along with the discrimination of sounds. Many examples are given. The causes of ambiguities, such as ignorance of phonetic contrasts, intonation, correct capitalization, or linking and juncture are discussed, as are problems arising from homophony, the mute e, and the "faux amis." For the past fifteen years programming of foreign languages, mostly based on B. F. Skinner's theory of learning, endorsed by many linguists, emphasized varieties of the audio-lingual method. A survey of methods, materials, experiments, and opinions of authorities in the field of linguistics indicates that this method, although often employing the most modern electronic material has failed to produce meaningful results. All of the above factors support the evidence for the need of teaching orthography along with the study of sound, and the necessity of continued research in theory and methods of teaching, particularly in French.
Identifier: FA00000933 (IID)
Degree granted: Thesis (M.A.)--Florida Atlantic University, 1969.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Dorothy F. Schmidt College of Arts and Letters
Subject(s): French language--Study and teaching
French language--Phonology
French language--Orthography and spelling
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000933
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
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Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.