Phonetic correction of pronunciation of French language in Jordanian university context

Abstract

This article aims to present the approaches adopted in teaching pronunciation in French as

a foreign language (FFL). The identification of difficulties of the pronunciation, the work on

its correction in the phases of remediation and post-remediation are the essential steps of

teaching methodology. To implement this methodology, we performed a contrastive analysis

of the vocal and consonant systems of the target language (French) and the mother tongue

(standard Arabic), as well as the implementation of exercises, activities, and assessment tests

at the end of the learning. The present study focuses on the deaf /p/ occlusive consonant

and the nasal vowels /ӑ/, /ɛ/, /ɔ̃/, which Jordanian students tend to confuse. The results of this

experiment show that improvement of pronunciation is possible. Teachers must therefore

make phonetic correction in class, with learners, mostly beginners, after carefully recording

their needs in this area