Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ?
This article describes a few aspects of the conception of software designed mainly for non-specialist students of English: Macao–Modules d’Aide à la Compréhension de l’Anglais Oral (modules for listening comprehension in English as a foreign language). Our hypothesis is that these students’ greater...
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| Format: | Article |
| Language: | English |
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ACEDLE
2006-12-01
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| Series: | Recherches en didactique des langues et des cultures |
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| Online Access: | https://journals.openedition.org/rdlc/5146 |
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| author | Laurence Vincent-Durroux Cécile Poussard |
| author_facet | Laurence Vincent-Durroux Cécile Poussard |
| author_sort | Laurence Vincent-Durroux |
| collection | DOAJ |
| description | This article describes a few aspects of the conception of software designed mainly for non-specialist students of English: Macao–Modules d’Aide à la Compréhension de l’Anglais Oral (modules for listening comprehension in English as a foreign language). Our hypothesis is that these students’ greater familiarity with the written code has to be taken into account when providing them with tools to help them improve their comprehension of spoken English. The first module is dedicated to the elements of oral English which are not easily heard, especially when comparing the written and oral forms. The second module provides help on how to use the phonetic items found in dictionaries, an aspect which is almost never taught to these students. The knowledge of such elements is essential if the learner is to recognize these words when heard, and to avoid approximate pronunciation devised from the written form of words. We account here for theoretical and didactic choices made before writing the software script. Our initial decisions were to depart from a full course in phonetics and to consider only the elements found in dictionaries: phonetic symbols, as well as primary and secondary stresses. We have also chosen to refer only to the International Phonetic Alphabet. When dealing with consonants, we have looked more specifically into consonants that do not exist in French and into those that are slightly different from their French counterparts. For the English vowel system, we have favoured the lax / tense opposition, and focussed on the relationship between the length of vowels and their immediate context. |
| format | Article |
| id | doaj-art-49af9d83f0314e03a71208600f86d64d |
| institution | OA Journals |
| issn | 1958-5772 |
| language | English |
| publishDate | 2006-12-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj-art-49af9d83f0314e03a71208600f86d64d2025-08-20T02:37:42ZengACEDLERecherches en didactique des langues et des cultures1958-57722006-12-01210.4000/rdlc.5146Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ?Laurence Vincent-DurrouxCécile PoussardThis article describes a few aspects of the conception of software designed mainly for non-specialist students of English: Macao–Modules d’Aide à la Compréhension de l’Anglais Oral (modules for listening comprehension in English as a foreign language). Our hypothesis is that these students’ greater familiarity with the written code has to be taken into account when providing them with tools to help them improve their comprehension of spoken English. The first module is dedicated to the elements of oral English which are not easily heard, especially when comparing the written and oral forms. The second module provides help on how to use the phonetic items found in dictionaries, an aspect which is almost never taught to these students. The knowledge of such elements is essential if the learner is to recognize these words when heard, and to avoid approximate pronunciation devised from the written form of words. We account here for theoretical and didactic choices made before writing the software script. Our initial decisions were to depart from a full course in phonetics and to consider only the elements found in dictionaries: phonetic symbols, as well as primary and secondary stresses. We have also chosen to refer only to the International Phonetic Alphabet. When dealing with consonants, we have looked more specifically into consonants that do not exist in French and into those that are slightly different from their French counterparts. For the English vowel system, we have favoured the lax / tense opposition, and focussed on the relationship between the length of vowels and their immediate context.https://journals.openedition.org/rdlc/5146didacticslistening comprehensionsoftwarephonetic data |
| spellingShingle | Laurence Vincent-Durroux Cécile Poussard Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ? Recherches en didactique des langues et des cultures didactics listening comprehension software phonetic data |
| title | Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ? |
| title_full | Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ? |
| title_fullStr | Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ? |
| title_full_unstemmed | Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ? |
| title_short | Aider les apprenants d’anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ? |
| title_sort | aider les apprenants d anglais a utiliser les donnees phonetiques du dictionnaire quels choix didactiques |
| topic | didactics listening comprehension software phonetic data |
| url | https://journals.openedition.org/rdlc/5146 |
| work_keys_str_mv | AT laurencevincentdurroux aiderlesapprenantsdanglaisautiliserlesdonneesphonetiquesdudictionnairequelschoixdidactiques AT cecilepoussard aiderlesapprenantsdanglaisautiliserlesdonneesphonetiquesdudictionnairequelschoixdidactiques |