Production d’épenthèse des semi-consonnes en fle contraintes phonémiques et syllabiques le cas des apprenants de la troisième année au département de français à University of Education, winneba

Abstract

This study delves into the characteristics of three French approximants or semi-consonants, namely [j], [ɥ], and [w]. It was conducted with third-year students during the 2021/2022 academic year in the Department of French Education at the University of Education, Winneba. These students read "French Phonetics and Phonology” as a course whose primary objective was to familiarize students with the production and accurate description of French phonemes within the context of the course. Within this research, we meticulously analyzed these semi-consonant sounds from both articulatory and acoustic perspectives, considered their phonemic and syllabic attributes in the French language. Notably, we observed challenges among students when it came to pronouncing and transcribing words containing these semi-consonants ([j], [ɥ], [w]). Additionally, students faced difficulties in distinguishing these semi-consonants from their corresponding vowel sounds ([i], [y], [u]) when attempting to transcribe words and segment them into appropriate syllables. Our literature review involved an in-depth exploration of French semi-consonants, drawing from various sources. We incorporated key phonological theories, such as Troubetzkoy's phonological theory, Guberina's verbotonal method, the transfer hypothesis, and the Speech learning model. These theories, among others, shed light on the challenges learners encounter when acquiring a new language, particularly when their existing language sounds interfere with the acquisition process, as is the case with French. In the experimental phase of our research, we scrutinized oral production by the students. We analyzed transcriptions and recordings, identifying specific constraints related to the students' phonemic challenges and syllabication of French semi-consonants. Given the understading from our theoretical framework, as well as responses from questionnaires and tests, we found that the French language phonetic rules are the major constraintes. Students also face some interference from their already existing knowledge of English phonetics. Furthermore, we discovered that certain effective pedagogical activities, such as minimal pair exercises, laboratory practices, and active student engagement in oral practice, were not consistently integrated into phonetic lessons. To address this gap, our dissertation proposes a comprehensive system of activities and methods to enhance students' receptive grasp of phonetics in their lessons. Key Words: semi-consonants, transcription, phonemic challenges, syllabication, receptive phonetic skills.