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Acquisition et apprentissage de la phonologie anglaise par les francophones : le rôle des segments et suprasegments

Abstract : Researchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language.
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Submitted on : Wednesday, November 30, 2016 - 11:37:06 AM
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  • HAL Id : tel-01405675, version 1



Marc Capliez. Acquisition et apprentissage de la phonologie anglaise par les francophones : le rôle des segments et suprasegments. Linguistique. Université Charles de Gaulle - Lille III, 2016. Français. ⟨NNT : 2016LIL30011⟩. ⟨tel-01405675⟩



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