La question cognitive dans la phonétique corrective : une approche exemplariste
Behaviorism inaugurates the psycholinguistic approach in the language didactics through phonetic correction methods based on stimulus-response conditioning. The cognitivist era suggests that the articulatory mechanisms, as an automatic, non-controlled process, are submitted to a non-conscient learni...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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ACEDLE
2019-01-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | http://journals.openedition.org/rdlc/4578 |
| _version_ | 1818598433834926080 |
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| author | Damien Chabanal Frédéric Mourier |
| author_facet | Damien Chabanal Frédéric Mourier |
| author_sort | Damien Chabanal |
| collection | DOAJ |
| description | Behaviorism inaugurates the psycholinguistic approach in the language didactics through phonetic correction methods based on stimulus-response conditioning. The cognitivist era suggests that the articulatory mechanisms, as an automatic, non-controlled process, are submitted to a non-conscient learning, in form of hearing reconditioning of the phonological sieve depending on a reflexive learning of how to perform the articulatory gestures.The approach goes on with the direct method by an intensive training in listening and discrimination of the targeted phonemes. The hearing reconditioning would enable to construct new phonological categories by listening to great quantities of input using the connectionist concept of “critical mass”.As early as the 1960s, opposed to the cognitivist schools based on the assumption that phonetic correction comes from working on perception, articulatory methods were introduced. They rely on the articulatory description of the sound and analyzing on the articulatory target.After describing these different schools, we will pursue a consensus amongst the methods based on production and perception through working on the memory which could trace the optimal sound frequency as well as the related gestures that should be acquired. Could there be an approach reconciling perceptive and motoric aspects that would also be innovating in the cognitive field? To this end, we will describe an experimental protocol developed for B1 level Chinese speaking students. It is called « FLE-PHONE » and aims, using a digital platform, the phonetic correction of FLE students (French occlusives for a Chinese speaking audience and vowels /u/ and /y/ for a Portuguese speaking audience) via an intensive correction method. |
| first_indexed | 2024-12-16T12:03:38Z |
| format | Article |
| id | doaj.art-a4266e9cff5e423381932b2b3e7866c5 |
| institution | Directory Open Access Journal |
| issn | 1958-5772 |
| language | English |
| last_indexed | 2024-12-16T12:03:38Z |
| publishDate | 2019-01-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj.art-a4266e9cff5e423381932b2b3e7866c52022-12-21T22:32:22ZengACEDLERecherches en didactique des langues et des cultures1958-57722019-01-0116110.4000/rdlc.4578La question cognitive dans la phonétique corrective : une approche exemplaristeDamien ChabanalFrédéric MourierBehaviorism inaugurates the psycholinguistic approach in the language didactics through phonetic correction methods based on stimulus-response conditioning. The cognitivist era suggests that the articulatory mechanisms, as an automatic, non-controlled process, are submitted to a non-conscient learning, in form of hearing reconditioning of the phonological sieve depending on a reflexive learning of how to perform the articulatory gestures.The approach goes on with the direct method by an intensive training in listening and discrimination of the targeted phonemes. The hearing reconditioning would enable to construct new phonological categories by listening to great quantities of input using the connectionist concept of “critical mass”.As early as the 1960s, opposed to the cognitivist schools based on the assumption that phonetic correction comes from working on perception, articulatory methods were introduced. They rely on the articulatory description of the sound and analyzing on the articulatory target.After describing these different schools, we will pursue a consensus amongst the methods based on production and perception through working on the memory which could trace the optimal sound frequency as well as the related gestures that should be acquired. Could there be an approach reconciling perceptive and motoric aspects that would also be innovating in the cognitive field? To this end, we will describe an experimental protocol developed for B1 level Chinese speaking students. It is called « FLE-PHONE » and aims, using a digital platform, the phonetic correction of FLE students (French occlusives for a Chinese speaking audience and vowels /u/ and /y/ for a Portuguese speaking audience) via an intensive correction method.http://journals.openedition.org/rdlc/4578psycholinguisticsperceptionarticulatory methoddirect methodcognitiondidactics |
| spellingShingle | Damien Chabanal Frédéric Mourier La question cognitive dans la phonétique corrective : une approche exemplariste Recherches en didactique des langues et des cultures psycholinguistics perception articulatory method direct method cognition didactics |
| title | La question cognitive dans la phonétique corrective : une approche exemplariste |
| title_full | La question cognitive dans la phonétique corrective : une approche exemplariste |
| title_fullStr | La question cognitive dans la phonétique corrective : une approche exemplariste |
| title_full_unstemmed | La question cognitive dans la phonétique corrective : une approche exemplariste |
| title_short | La question cognitive dans la phonétique corrective : une approche exemplariste |
| title_sort | la question cognitive dans la phonetique corrective une approche exemplariste |
| topic | psycholinguistics perception articulatory method direct method cognition didactics |
| url | http://journals.openedition.org/rdlc/4578 |
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