| Summary: | This paper proposes a reflection whose purpose is to explain the less important place of corrective phonetics in the didactics of languages in general, of the French as a Second Language in particular. How did we come to so few teaching tools (other than the necessary drills for learners, Abry & Chalaron, 2009, Guimbretière & Laurens, 2015)? Was the verbo-tonal approach still as innovative as it is claimed? How to reconcile a social approach (communicative, actional approaches) in classrooms or leaning-laboratory? Actually, we will insist, beyond the history of a discipline, on the observable difficulties between corrective phonetics and didactics (Callamand, 1981, Callamand & Pedoya-Guimbretière, 1984) explaining that, from a point of epistemological view, this reconciliation between the two domains is rooted in the turpitude of the 1970s and 1980s in terms of scientific ideologies. The phonetician could hardly deny his traditional "structuralist" (or assimilated) inscription and the didactician could only marry the hegemonic social and pragmatic revolution in the 1980s. Today, following this recent history, we think it is time to try to analyse this state of affairs and refocus reflections on a possible reliance (Morin, 1994) between phonetics and language didactics. Going beyond the ideological points of view of the past, phonetic didactics in language teaching-learning deserve to be at the research center, if only to meet the important demand of teachers’ language class.
|
|---|