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Master Thesis

Quand le système phonologique de l'anglais et les lycéens font deux : origines des difficultés et pistes de remédiation

Abstract : Seeing how much difficulties high school students encounter with pronunciation in English was the starting point of this study which aims to highlight existing means to help them improve their pronunciation. In order to do so, it is essential to understand the various factors from which these difficulties originate and which include the differences between the phonological systems of English and French as well as the age of the students and the learning context in which they evolve. This study is based on an analysis of the evolution of the methods used for teaching English, ranging from an approach which solely focused on written language to the one which is recommended nowadays and which posits that oral communication is essential for students who should learn the language by playing their role as active members of their society. Looking at this evolution as well as at the tools proposed within the framework of these approaches leads us to identify the following practices as effective means to help year 11 students improve their pronunciation : using a system to represent sounds, grouping words according to the phonemes they contain, and using poetry to help students understand stress, rhythm, and intonation in English.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03155794
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Submitted on : Tuesday, March 2, 2021 - 9:49:11 AM
Last modification on : Sunday, August 29, 2021 - 3:13:40 AM

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Marie Rigault. Quand le système phonologique de l'anglais et les lycéens font deux : origines des difficultés et pistes de remédiation. Education. 2020. ⟨dumas-03155794⟩

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