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CRITICAL ANALYSIS OF THE TEACHING OF FRENCH PHONOLOGY
Title
A CRITICAL ANALYSIS OF THE TEACHING OF FRENCH PHONOLOGY.
Creator
MAGER, IRENE., Florida Atlantic University, Trammell, Robert L.
Abstract/Description
This thesis explores differences of opinion in the descriptions of French phonology. Chapter I pursues reasons for existing differences of opinion, Chapter II investigates the articulation and phonemic status of sounds, while Chapter III presents a critical examination of currently used pronunciation textbooks. It was found that linguists tend to disagree about both the articulation as well as the phonemic classification of certain consonants, vowels, and semi-vowels. Because of this, two...
Show moreThis thesis explores differences of opinion in the descriptions of French phonology. Chapter I pursues reasons for existing differences of opinion, Chapter II investigates the articulation and phonemic status of sounds, while Chapter III presents a critical examination of currently used pronunciation textbooks. It was found that linguists tend to disagree about both the articulation as well as the phonemic classification of certain consonants, vowels, and semi-vowels. Because of this, two distinct styles had to be described for standard French, an informal style with a minimum number of phonemic contrasts, and a formal style with a maximum number of phonemic contrasts. Only by describing these two styles could some of the widely divergent viewpoints be reconciled.
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Date Issued
1974
PURL
http://purl.flvc.org/fcla/dt/13638
Subject Headings
French language--Phonology
Format
Document (PDF)
The Relation Between Phonology and Orthography as a Basis for Teaching French
Title
The Relation Between Phonology and Orthography as a Basis for Teaching French.
Creator
L'Homme, Madeleine M., Jamieson, Edward A., Florida Atlantic University
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...
Show moreThe 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.
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Date Issued
1969
PURL
http://purl.flvc.org/fau/fd/FA00000933
Subject Headings
French language--Study and teaching, French language--Phonology, French language--Orthography and spelling
Format
Document (PDF)