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Approche plurielle des liens musique-parole pour la didactique de la prononciation du français comme langue étrangère/seconde

Abstract : This work deals with the use of instrumental music in the teaching and learning of French as a foreign language. It is part of a pluralistic theoretical framework and an integrated approach of emergentism and social cultural theories. The topic is discussed through three studies: (1) a psychosocial study, (2) a psychoacoustic study and (3) an applied linguistics study – questioning at different levels the potentially developmental intake of instrumental music for French pronunciation as a foreign language.The aim is a contribution to applied linguistics in order to bring empirical data to long-lasting pedagogical practices but also to question recent neurocognitive results in an applied perspective. The first study, which is psychosocial and was led by questionnaires, shows that music learning and teaching can help us to have students focus on sound rather than meaning. The second study, which is psychoacoustic, reveals that, among learners of French, musicians have better reaction times than non-musicians to an AXB discrimination test of close French vowels. The third study, which is quasi- experimental and in intervention, suggests that associating piano notes and vowel aperture doesn’t lead to bigger developmental intake compared to more conventional approaches. However, it seemsto point out to the fact that some learners experience cognitive input even if such impact evokes bimodal tendencies. These three studies prove that instrumental music can be a tool to assist teachers.
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Grégory Miras. Approche plurielle des liens musique-parole pour la didactique de la prononciation du français comme langue étrangère/seconde. Linguistique. Université de la Sorbonne nouvelle - Paris III, 2014. Français. ⟨NNT : 2014PA030131⟩. ⟨tel-01159101⟩

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