Extracted Annotations (9/7/2015 11:11:05)
\n\"l'école primaire a surtout fonctionné comme instance de francisation pour les couches populaires provinciales, puis, à partir de la Troisième République, et surtout de l'entre-deux Guerres, comme instance d'acculturation, et particulièrement d'acculturation linguistique, de ces mêmes couches, dans la mesure où il ne s'agissait plus seulement de leur inculquer des « éléments de langue française », mais de leur faire acquérir une maitrise de la langue appro¬ chant celle des enfants issus des couches culturellement favorisées\" (Vargas 1996:83)
\n\"Une acculturation réalisée sur le mode de la violence symbolique, de la répression, l'école pénalisant, sanctionnant celui dont le dialecte ou le sociolecte semble résister à la toute-puissance reconnue des normes linguistiques véhiculées par l'école.\" (Vargas 1996:83)
\n\"la conception unifiante, qui assimile la langue à la seule variété légitimée par les diverses instances de légitimation linguistique que sont l'école, les médias, les éditeurs, etc. (sans oublier les grammaires et les dictionnaires), et qui rejette et stigmatise tout le reste comme incorrect, populaire, « pas français », cette conception fait partie de notre patri¬ moine culturel.\" (Vargas 1996:83)
\n\"Ce que nous mettons en cause, ce n'est pas que l'enseignant se donne pour objectif de faire accéder tous ses élèves à la « langue légitime », quelle que soit leur origine socioculturelle, régionale ou ethnique, c'est qu'il mette en oeuvre une démarche didactique linguistiquement répressive et contribue à construire, à reproduire ou à renforcer la conception unifiante de la langue, en provoquant des effets pervers\" (Vargas 1996:84)
\n\"Une communauté linguistique peut, peut-être, se caractériser comme forméee par l'ensemble des personnes qui partagent les mêmes attitudes quant à la norme\" (Vargas 1996:84)
\n\"Mais on pourrait envisa¬ ger également que ce soit le code commun (CC) qui serve à définir la commu-\" (Vargas 1996:84)
\n\"nauté linguistique.\" (Vargas 1996:85)
\n\"II appparait rapidement, dès lors, que plus on élargit le code commun, plus on rétrécit la communauté linguistique\" (Vargas 1996:85)
\n\"ce n'est pas le code commun qui définit la communauté linguistique, mais la communauté lin¬ guistique, délimitée empiriquement, qui détermine le code commun\" (Vargas 1996:85)
\n\"les normes sont formées, objectivement, de variables socialement caractérisées, c'est-à-dire attribuables à une sous-communauté, un groupe ou un sous-groupe définis socio-culturellement et / ou géographique¬ ment et / ou ethniquement, etc. ; elles sont en rapports de domination et, de ce fait, donnent lieu à des jugements de valeur (norme evaluative) et des attitudes diverses de valorisation, de rejet, de stigmatisation / prescription.\" (Vargas 1996:85)
\n\"une partie du code objectivement commun peut être également l'objet de jugements de valeur : certains termes, certaines réalisations morphosyntaxiques se trou¬ vent stigmatisés alors qu'ils relèvent du code commun.\" (Vargas 1996:85)
\n\"Le code commun non légitime, pour les classes - ou les couches - plus ou moins dominantes, c'est l'héritage linguistique populaire dont on use, mais que l'on récuse.\" (Vargas 1996:85)
\n\"les frontières entre norme dominante et code commun légitime, entre code commun légitime et code commun non légitime, entre code commun non légitime et normes dominées sont fluctuantes et évolutives.\" (Vargas 1996:86)
\n\"Le répertoire linguistique d'un locuteur adulte sera constitué du code com¬ mun (légitime et non légitime) et d'éléments plus ou moins nombreux et structu¬ rés de la norme dominante et de certaines normes dominées.\" (Vargas 1996:86)
\n\"La situation est sensiblement différente de celle qui préside à l'apprentis¬ sage d'une langue étrangère, par exemple du Français Langue Étrangère (FLE). Généralement l'apprenant ignore tout de la langue étrangère. II peut posséder des éléments partiellement communs, concernant le lexique, les structures syn¬ taxiques, les variations morphologiques, les oppositions phonologiques ou les conduites discursives, mais la langue n'apparait pas organisée en un ensemble de normes dans des rapports de dominances autour d'un code commun, ce qui ne permet pas, au moins pendant toute une période de l'apprentissage, de développer des normes évaluatives intrinsèques. Et surtout, différence fonda¬ mentale entre l'apprentissage du FNE et celui du FLE, l'apprentissage du FLE, contrairement à celui du FNE, ne falsifie pas des usages linguistiques déjà-là.\" (Vargas 1996:88)
\n\"le registre soutenu relève de la norme dominante, d'autant plus qu'il se manifeste surtout à l'écrit, nourri qu'il est de modèles littéraires.\" (Vargas 1996:89)
\n\"Le registre courant appartient à l'évidence, au code commun légitime. Quant au registre familier, il est à la frontière du code commun légitime et du code commun non légitime.\" (Vargas 1996:89)
\n\"l'attitude des français devant la norme dans différentes régions de France, ont rencontré ce phénomène d'insécurité linguistique, mais sous des formes différentes : non pas l'hypercorrection, mais l'évitement, l'inhibition (Gueunier, 1978 ; 138), le sentiment de culpabilité lin¬ guistique (idem, 157). Pour qu'il y ait insécurité linguistique, il faut avoir le senti¬ ment de ne pas maitriser le « bon usage » de la langue, et en souffrir. Le sentiment d'insécurité linguistique provoque l'aliénation linguistique. II est situationnellement activé : il se manifeste lorsque la situation est perçue comme réclamant l'utilisation de formes linguistiques non maîtrisées - ou mal maîtrisées - par le sujet, qui se sent alors en situation d'infériorité.\" (Vargas 1996:90)
\n\"Pour qu'il y ait insécurité linguistique, il faut donc qu'il y ait un rapport posi¬ tif aux normes orales et / ou écrites, dominantes dans la communauté linguis¬ tique à laquelle on veut s'assimiler, et un sentiment d'échec dans la tentative d'appropriation et d'utilisation adéquate de ces normes.\" (Vargas 1996:91)
\n\"II convient de distinguer insécurité linguistique et insécurité situationnelle, cette dernière correspondant au malaise que peut provoquer une relation de face à face, la nature d'une tâche, et qui peut produire des perturba¬ tions dans la production discursive (étudiant paralysé par le trac face à son exa¬ minateur, élève sachant parfaitement sa leçon, mais bloqué face au maitre et à la clase, etc.). II ne s'agit pas là d'insécurité linguistique, même si les phéno¬ mènes langagiers induits sont comparables dans une certaine mesure aux pré¬ cédents.\" (Vargas 1996:91)
\n\"se pose la question de savoir dans quelle mesure une didactique plurinormaliste de la grammaire pourrait contribuer au développement d'un sentiment d'insécurité lin¬ guistique.\" (Vargas 1996:95)
\n\"Tout enseignant est parfaitement persuadé que l'apprentissage de la gram¬ maire doit être considéré comme un moyen et non comme un objectif en soi.\" (Vargas 1996:96)
\n\"nous pensons qu'une activité de grammaire ne peut être fonctionnelle pour les élèves que si elle se greffe sur une activité fonctionnelle\" (Vargas 1996:96)
\n\"de production écrite\" (Vargas 1996:97)
", "tags": [], "relations": {}, "dateAdded": "2015-07-09T09:11:43Z", "dateModified": "2015-07-13T10:36:46Z" } }, { "key": "X7JFK7B9", "version": 140, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/X7JFK7B9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/X7JFK7B9", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/MNJZBCCH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "X7JFK7B9", "version": 140, "parentItem": "MNJZBCCH", "itemType": "note", "note": "Extracted Annotations (5/2/2015 11:28:18)
\n\"teach\" (Tévar 2015:NaN)
\n\"Received Pronunciation is the undisputable best regarded accent by Spanish students to be used for EFL teaching\" (Tévar 2015:NaN)
\n\"Discussion of quantitative results: type of job\" (Tévar 2015:NaN)
\n\"Surprisingly, the peak at Cockney English evaluation, in this forth question is at \"higher professional\"\" (Tévar 2015:NaN)
\n\"RP accent not only intelligible, clear, and easy to understand, but also pleasant, prestigious, attractive, successful, and appropriate to be used in an EFL context\" (Tévar 2015:NaN)
\n\"Those two students are such a small number that no generalization can be made out of their remarks. However, they could represent a small minority of Spanish learners, who regard RP as a high-class, elitist variety which is not particularly appealing to them\" (Tévar 2015:NaN)
", "tags": [], "relations": {}, "dateAdded": "2015-02-05T10:28:35Z", "dateModified": "2015-07-13T10:35:15Z" } }, { "key": "A7ZBAM8I", "version": 138, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/A7ZBAM8I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/A7ZBAM8I", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/85J95PRQ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "A7ZBAM8I", "version": 138, "parentItem": "85J95PRQ", "itemType": "note", "note": "Extracted Annotations (29/1/2015 14:12:15)
\n\"clases integradas\" (Gracia 2009:3)
\n\"clases reactivas\" (Gracia 2009:3)
\n\"clases prácticas\" (Gracia 2009:3)
\n\"Con este modelo de cl ases se identifican la mayoría de los profesores. Probablemente porque está muy as entado en nuestras creencias y en las de los alumnos que una de las funciones primordiales del profesor es corregir\" (Gracia 2009:3)
\n\"muchos profesores parecen desa tender la enseñanza de la pronunciación y evitan trabajarla de forma explícita en el au la\" (Gracia 2009:4)
\n\"os autores de manuales echan en falta una mayor investigación en este cam po y no se arriesgan a diseñar materiales prácticos en consonancia con los resultados de dichas líneas de investigación\" (Gracia 2009:4)
\n\"PCIC\" (Gracia 2009:5)
\n\"la variedad contemplada es la septentriona l de España aunque con algunas menciones específicas, nada sistemáticas, de alguna va riedad hispanoamericana\" (Gracia 2009:5)
\n\"la diferencia entre hablar bien (difícilmente alcanzable) y pronunc iar bien (más alcanzable)\" (Gracia 2009:5)
\n\"El PCIC defiende la primacía del plano suprasegmental sobre el se gmental para la interacción comunicativa\" (Gracia 2009:5)
\n\". Pero, curiosamente, la mayor atención se la da al estudio de la base articulatoria general del español\" (Gracia 2009:5)
\n\"es muy probable que los profesores actúen en base a creencias y prejuicios asenta dos en sus propias experiencias educativas y en el contexto de enseñanza en el que desarrollan su labor\" (Gracia 2009:5)
\n\"una de las limitaciones mayores pa ra la consecución de este objetivo es la posibilidad de que los profesores intenten defender su auto-imagen manifestando ideas que quizás no formaran parte de sus creenci as propiamente\" (Gracia 2009:6)
\n\"En cuanto a la diferenciación de actividades centradas en lo segmental (sonidos) / actividades centradas en lo suprasegmental (acento, ritmo, ent onación...) nos aporta una visión aproximada de la idea de pronunc iación que tiene el profesor. Si insiste demasiado en actividades de sonidos aislados probablemente será propenso a considerar la lengua como un conjunto de elementos y reglas que hay que dominar. Si por el contrario abundan las actividades con foco en lo suprasegmental, donde los elementos se presentan interrelacionados y en un cont exto comunicativo dado, es probable que el\" (Gracia 2009:8)
\n\"profesor tenga una concepción de la pronunciación integrada en el dominio de otras destrezas orales\" (Gracia 2009:9)
\n\"la diferenciación enfoque oral / enfoque escrito en la enseñanza de la pronunciación fue un importante índi ce a tener en cuenta en la valoración final de este estudio acerca de creencias, ya que el peso de la tradición lecto-escritora parece seguir estando muy presente en las clases de idioma s\" (Gracia 2009:9)
\n\"¿Realmente sería conveniente replantearnos el discurso de aula para mejorar las competencias orales de nuestro s alumnos o es un mal necesario?\" (Gracia 2009:23)
", "tags": [], "relations": {}, "dateAdded": "2015-01-29T13:13:51Z", "dateModified": "2015-07-13T10:29:13Z" } }, { "key": "ZFRF3ZJ8", "version": 137, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/ZFRF3ZJ8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/ZFRF3ZJ8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/APENBKAH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ZFRF3ZJ8", "version": 137, "parentItem": "APENBKAH", "itemType": "note", "note": "\"[...] accent is a reflection of our past experiences: languages known, regional and social upbringing, educational background, and affiliations with various speech communities and social networks. This holds true for the second language as it does for the first.\" (p. 12)
\n\"[...] the relationship between age and accent is generally documented as a negative one.. Other language skills appear less susceptible to age effects, perhaps because phonology - unlike any other aspect of language - involves more analytical skills.\" (p. 12)
\n\"[...] the neurocognitive mechanisms presumed responsible for [the critical period] are not directly observable.\" (p. 13)
\n\"[...] late learners also face constraints of an external nature. Among these challenges are negative attitudes toward accented speakers, which have the potential to constrain interaction, and thus exert detrimental effects on the acquisition itself, for it is through interaction that we come to understand and apply the semantic and pragmatic nuances inherent to phonological fluency.\" (p. 13)
\n\"Phonological variation and style - a seemingly effortless practice in L1 - is undoubtedly a challenge in L2. [...] Such procedural knowledge may not be addressed overtly, much less actually practiced, in the classroom.\" (p. 13)
\n\"To achieve real fluency, one needs experience beyond the classroom, but fluency is often a precondition for forming deeper social bonds [...]\" (p. 14)
\n\"[...] ultimate attainment - the purported 'end state' of learning. One main objective is to compare the performance abilities and underlying knowledge or intuitions of native speakers and advanced L2 users. [...] we might question the practical purpose of the native-non native dichotomy in light of so many L2 users who are fully functional in the target language.\" (p. 14)
\n\"[...] inherent circularity of phonological fluency: L2 users with a more authentic accent report feeling more comfortable in the second language and thus seek out contact with native speakers, thereby increasing language use and reinforcing phonological fluency [...] a strong foreign accent can be a barrier if it discourages L2 users from seeking out such contact.\" (p. 18)
\n\"[...] growing chorus among L2 phonology researchers that, developmental and universal processes notwithstanding, ultimate attainment is likely a function of the quantity and quality of language experience.\" (p. 18)
\n\"Many socio-psychological factors are significant as well, including concern for pronunciation accuracy, sense of identity in L2, motivation, and positive attitudes toward the target-language culture. New insights from the empirical research highlight these relationships between age, effect, and linguistic experience, signalling a welcome shift in the critical period paradigm.\" (p. 19).
", "tags": [], "relations": {}, "dateAdded": "2013-06-15T13:39:45Z", "dateModified": "2015-07-13T10:23:44Z" } }, { "key": "DV54AU3Z", "version": 135, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/DV54AU3Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/DV54AU3Z", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/FQM4GKK4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "DV54AU3Z", "version": 135, "parentItem": "FQM4GKK4", "itemType": "note", "note": "Extracted Annotations (9/7/2015 14:55:35)
\n\"Pronunciation is an often underemphasized area of instruction in the foreign or second language (L2) classroom when compared to other aspects of language development.\" (Martinsen et al 2014:66)
\n\"For many instructors and students of L2s, the default answer to improving language skills, including pronunciation, is participation in study abroad or, less frequently, service learning within the home community. While it is true that time abroad is not a magic bullet, research has generally indicated that students who participate in programs abroad tend to make more progress than students who complete similar course experiences on their home campus\" (Martinsen et al 2014:67)
\n\"There is also a signi cant body of research noting that, all other things being equal, more time abroad is better\" (Martinsen et al 2014:67)
\n\"most of the research on study abroad has examined students ' progress toward native ‐ like use of language over relatively short periods of time — usually a semester or less\" (Martinsen et al 2014:67)
\n\"and relatively less research has addressed students ' progress toward native ‐ like pronunciation while abroad in either short ‐ or extended ‐ stay programs.\" (Martinsen et al 2014:67)
\n\"research on the relationship between motivation and pronunciation is less clear.\" (Martinsen et al 2014:68)
\n\"the study reported here compared native speakers ' ratings of learners ' pronunciation across several levels of instruction, including learners who had extended experience abroad, with the pronunciation of native speakers and addressed the following research questions: 1. How closely does the pronunciation of learners at different levels of university language instruction approximate the pronunciation of native speakers? 2. How closely does the pronunciation of learners with extensive experience abroad approximate the pronunciation of native speakers? 3. How similar is the pronunciation of classroom learners with no experience abroad to that of learners with extensive experience abroad? 4. To what extent do motivation, level of instruction, and experience abroad have an impact on students ' progress toward more native ‐ like pronunciation?\" (Martinsen et al 2014:69)
", "tags": [], "relations": {}, "dateAdded": "2015-07-09T12:55:43Z", "dateModified": "2015-07-13T10:13:47Z" } }, { "key": "GJN5PHEQ", "version": 134, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/GJN5PHEQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/GJN5PHEQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/937D5FEB", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "GJN5PHEQ", "version": 134, "parentItem": "937D5FEB", "itemType": "note", "note": "Extracted Annotations (9/7/2015 14:49:43)
\n\"how the development of learners ' L2 pronunciation is linked to pronunciation instruction speci fi cally and to learners ' awareness of pronunciation patterns in general\" (Kennedy et al 2014:80)
\n\"In the study reported here, L2 pronunciation refers to learners ' performance on perception or production tests targeting individual segments, such as vowels and consonants, as well as suprasegmentals, such as linking, stress, rhythm, and intonation\" (Kennedy et al 2014:80)
\n\"pronunciation awareness , which is discussed in detail below, denotes learners ' conceptions of how pronunciation is acquired and how pronunciation patterns help speakers convey intended meanings in the L2\" (Kennedy et al 2014:80)
\n\"very little is actually known about the development of French pronunciation in instructed learners, so instructors and learners rely on intuition, course materials, and past experience to guide their teaching and learning activities\" (Kennedy et al 2014:80)
\n\"The overall goal was to contribute to the knowledge base about how L2 French learners ' pronunciation development is linked to pronunciation instruction and learners ' pronunciation awareness\" (Kennedy et al 2014:80)
\n\"Research on the teaching of pronunciation in L2 settings has largely focused on two areas: exploring the effectiveness of different instructional approaches, and identifying the role that language awareness plays in learning pronunciation\" (Kennedy et al 2014:80)
\n\"there is currently a dearth of knowledge about L2 French learners ' development of pronunciation\" (Kennedy et al 2014:80)
\n\"in\" (Kennedy et al 2014:80)
\n\"instructional settings and no information about their awareness of pronunciation\" (Kennedy et al 2014:81)
\n\"The current study investigated both of these issues, addressing the following two research questions: 1. How does L2 French learners ' pronunciation in two different speaking tasks develop following focused pronunciation instruction? 2. How is L2 French learners ' post ‐ instruction pronunciation related to their pronunciation awareness?\" (Kennedy et al 2014:82)
\n\"T he measures, which spanned the domains of segmental and suprasegmental phonology as well as fl uency, included the following: 1. Segmental errors\" (Kennedy et al 2014:84)
\n\"2. The use of enchaînement\" (Kennedy et al 2014:84)
\n\"3. The use of liaison\" (Kennedy et al 2014:85)
\n\"4. Intonation errors\" (Kennedy et al 2014:85)
\n\"5. Pitch range, as a measure of pitch breadth\" (Kennedy et al 2014:85)
\n\"6. Mean length of run (MLR), as a measure of fl uency\" (Kennedy et al 2014:85)
\n\"7. Finally, speech hesitations included all cases of dys fl uencies, as perceived by a listener, involving fi lled and un fi lled pauses\" (Kennedy et al 2014:85)
\n\"One clear implication is that learners who receive pronunciation instruction that includes a focus on form, integrated with meaning ‐ and uency ‐ based tasks, can develop more accurate and more uent pronunciation.\" (Kennedy et al 2014:92)
\n\"learners may bene t from being exposed to a variety of participation patterns and practice tasks whenever pronunciation is the focus of instruction.\" (Kennedy et al 2014:92)
", "tags": [], "relations": {}, "dateAdded": "2015-07-09T12:49:55Z", "dateModified": "2015-07-13T10:10:35Z" } }, { "key": "ZT7JZDF9", "version": 133, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/ZT7JZDF9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/ZT7JZDF9", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/M8ZHXKNB", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ZT7JZDF9", "version": 133, "parentItem": "M8ZHXKNB", "itemType": "note", "note": "Extracted Annotations (9/7/2015 15:12:29)
\n\"research findings have confirmed that FA, intelligibility/comprehensibility and irritation are connected in such a way that a higher degree of FA is associated with lower levels of intelligibility/ comprehensibility but with higher levels of irritation, and that listeners' judgments of degree of FA are always harsher than their judgments of its communicative effects\" (Gallardo del Puerto et al 2014:NaN)
\n\"both comprehensibility and irritation are not inherent features of FA itself and that they involve an active role on the part of the listener, who is claimed to be as responsible as the speaker in ensuring successful communication, since intelligibility is an interactional dimension collaboratively achieved, accented speech may be fully understood, and listeners may not feel irritated at all by its presence\" (Gallardo del Puerto et al 2014:NaN)
\n\"native judges may rate non-native speakers as native and/or native speakers as non-native\" (Gallardo del Puerto et al 2014:NaN)
\n\"Linguistic or phonetic training is another factor which can account for how FA and its communicative effects are perceived by listeners.\" (Gallardo del Puerto et al 2014:NaN)
\n\"Some propose that linguists and language teachers are better FA perceivers than ordinary individuals, precisely because of their special training\" (Gallardo del Puerto et al 2014:NaN)
\n\"linguistically trained judges may be more lenient than naïve judges in accepting deviations from the native norm, especially if they have become quite skilled at understanding foreign-accented speech\" (Gallardo del Puerto et al 2014:NaN)
\n\"there are conflicting findings as to the suitability and differences between native and non-native judges, linguistically trained vs. untrained native listeners. However, no results have been reported on how linguistically trained nonnative judges may evaluate FA.\" (Gallardo del Puerto et al 2014:NaN)
\n\"the primary motivation of the present study is to ascertain the reliability of and differences between two very dissimilar types of listener, naïve native judges (NJs) and linguistically trained non-native judges (NNJs), when evaluating FA and its potential communicative effects, namely comprehensibility and irritation, in English.\" (Gallardo del Puerto et al 2014:NaN)
\n\"A second aim is to examine the relationship between the different dimensions analysed - degree of FA (DFA), FA comprehensibility (FAC) and FA irritation (FAI) - for the two types of listener.\" (Gallardo del Puerto et al 2014:NaN)
", "tags": [], "relations": {}, "dateAdded": "2015-07-09T13:12:40Z", "dateModified": "2015-07-13T10:08:39Z" } }, { "key": "84JUXW9S", "version": 132, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/84JUXW9S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/84JUXW9S", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/GTWFUECP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "84JUXW9S", "version": 132, "parentItem": "GTWFUECP", "itemType": "note", "note": "Extracted Annotations (9/7/2015 16:14:01)
\n\"ne pas entamer la préparation en méth odologie des futurs professeurs sans s'assurer auparavant de leur préparation théorique\" (Fernández 2012:79)
\n\"encourager la recherche et pas seulement la mise au point méthodologique\" (Fernández 2012:79)
\n\"instituer des forums où les chercheurs et les enseignants pourraient échanger régulièrement le urs expériences\" (Fernández 2012:79)
", "tags": [], "relations": {}, "dateAdded": "2015-07-09T14:14:11Z", "dateModified": "2015-07-13T10:08:01Z" } }, { "key": "GTWFUECP", "version": 131, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/GTWFUECP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/GTWFUECP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Fernández", "parsedDate": "2012-06-01", "numChildren": 1 }, "data": { "key": "GTWFUECP", "version": 131, "itemType": "journalArticle", "title": "L'enseignement de la prononciation : rapport entre théorie et pratique", "creators": [ { "creatorType": "author", "firstName": "Juana Gil", "lastName": "Fernández" } ], "abstractNote": "", "publicationTitle": "Revue française de linguistique appliquée", "publisher": "", "place": "", "date": "2012-06-01", "volume": "Vol. XVII", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "67-80", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.cairn.info.ezproxy.univ-paris3.fr/resume.php?ID_ARTICLE=RFLA_171_0067", "accessDate": "2015-07-09T13:00:46Z", "PMID": "", "PMCID": "", "ISSN": "1386-1204", "archive": "", "archiveLocation": "", "shortTitle": "L'enseignement de la prononciation", "language": "fr", "libraryCatalog": "www.cairn.info.ezproxy.univ-paris3.fr", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-07-09T14:14:11Z", "dateModified": "2015-07-09T14:14:11Z" } }, { "key": "FQM4GKK4", "version": 119, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/FQM4GKK4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/FQM4GKK4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Martinsen et al.", "parsedDate": "2014-03-01", "numChildren": 1 }, "data": { "key": "FQM4GKK4", "version": 119, "itemType": "journalArticle", "title": "Perceived Foreign Accent: Extended Stays Abroad, Level of Instruction, and Motivation", "creators": [ { "creatorType": "author", "firstName": "Rob A.", "lastName": "Martinsen" }, { "creatorType": "author", "firstName": "Scott M.", "lastName": "Alvord" }, { "creatorType": "author", "firstName": "Joshua", "lastName": "Tanner" } ], "abstractNote": "Studies have examined various factors that affect pronunciation including phonetic context, style variation, first language transfer, and experience abroad. A plethora of research has also linked motivation to higher levels of proficiency in the second language. The present study uses native speaker ratings and multiple regression analysis to investigate the relationship between motivation, cultural sensitivity, and level of instruction with perceived foreign accent. Participants include adult learners of Spanish as a foreign language from several levels of formal instruction as well as students with extensive experience abroad. Data include a brief oral interview, a questionnaire, and the Intercultural Development Inventory to measure cultural sensitivity.", "publicationTitle": "Foreign Language Annals", "publisher": "", "place": "", "date": "Marzo 1, 2014", "volume": "47", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "66-78", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Foreign Language Annals", "DOI": "10.1111/flan.12076", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/flan.12076/abstract", "accessDate": "2015-07-09T12:55:04Z", "PMID": "", "PMCID": "", "ISSN": "1944-9720", "archive": "", "archiveLocation": "", "shortTitle": "Perceived Foreign Accent", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2014 by American Council on the Teaching of Foreign Languages", "extra": "", "tags": [ { "tag": "foreign accent", "type": 1 }, { "tag": "foreign language education", "type": 1 }, { "tag": "motivation", "type": 1 }, { "tag": "pronunciation", "type": 1 }, { "tag": "second language acquisition", "type": 1 }, { "tag": "study abroad", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-07-09T12:55:43Z", "dateModified": "2015-07-09T12:55:43Z" } }, { "key": "937D5FEB", "version": 118, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/937D5FEB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/937D5FEB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Kennedy et al.", "parsedDate": "2014-03-01", "numChildren": 1 }, "data": { "key": "937D5FEB", "version": 118, "itemType": "journalArticle", "title": "Learner Pronunciation, Awareness, and Instruction in French as a Second Language", "creators": [ { "creatorType": "author", "firstName": "Sara", "lastName": "Kennedy" }, { "creatorType": "author", "firstName": "Josée", "lastName": "Blanchet" }, { "creatorType": "author", "firstName": "Pavel", "lastName": "Trofimovich" } ], "abstractNote": "This study examined the speech of 30 adult learners of French as a second language (L2) in a 15-week listening/speaking course, investigating the relationship between learners' pronunciation development and their pronunciation awareness, measured through learners' conceptions of learning. The course targeted segmental and suprasegmental aspects, including connected speech processes (enchaînement, liaison), intonation, and fluency. Learners wrote weekly journals eliciting measures of pronunciation awareness and completed read-aloud and picture description tasks at the course's beginning and end. Speech was analyzed through seven measures, including fluency and segmental and suprasegmental accuracy. Results showed significant improvements in learners' segmental production, enchaînement, and some aspects of intonation and fluency. Several variables were associated with pronunciation awareness measures. Results are discussed in light of L2 pronunciation development and instruction-awareness links.", "publicationTitle": "Foreign Language Annals", "publisher": "", "place": "", "date": "Marzo 1, 2014", "volume": "47", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "79-96", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Foreign Language Annals", "DOI": "10.1111/flan.12066", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/flan.12066/abstract", "accessDate": "2015-07-09T12:48:11Z", "PMID": "", "PMCID": "", "ISSN": "1944-9720", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2014 by American Council on the Teaching of Foreign Languages", "extra": "", "tags": [ { "tag": "French as a second language", "type": 1 }, { "tag": "connected speech processes", "type": 1 }, { "tag": "instruction", "type": 1 }, { "tag": "language awareness", "type": 1 }, { "tag": "pronunciation", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-07-09T12:49:55Z", "dateModified": "2015-07-09T12:49:55Z" } }, { "key": "MNXU76RJ", "version": 116, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/MNXU76RJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/MNXU76RJ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/MC5QCHCG", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "MNXU76RJ", "version": 116, "parentItem": "MC5QCHCG", "itemType": "note", "note": "Extracted Annotations (9/7/2015 14:34:10)
\n\"la dimension phonético-phonologi que de l'enseignement/appren tissage du FLE\" (Detey and Racine 2012:83)
\n\"bref regard historique sur les modèles de pr ononciation en français\" (Detey and Racine 2012:83)
\n\"impact du développement des descriptions soci olinguistiques sur la valorisation des variétés en didactique\" (Detey and Racine 2012:83)
\n\"en didactique du FLE, les cu rricula s'efforcent de prendre appui sur le Cadre Européen Commun de Référence pour les Langues (Conseil de l'Europe 2001 ; ci-après CECR), et où, dans le même te mps, des arguments en faveur d'une « dénativisation » de l'enseignement sont mis en avant par cert ains didacticiens (Coste 2004 ; Dervin & Badrinathan 2011), on peut s'interroger su r la manière dont ce double mouvement, l'un d'harmonisation, l'autre de diversification, pe ut, ou doit, affecter l'enseignement d'une composante, parfois négligée par certains, des habiletés communicatives, à savoir la composante phonético-phonologique.\" (Detey and Racine 2012:83)
\n\"on peut s'interroger sur ce que préconise l'outil de référence que cons titue aujourd'hui le CECR. En consultant non seulement ce dernier, mais surtout les référent iels qui y sont associés pour le français, on trouve une section « Matière sonore 5 », qui vise à préciser ce à quoi les concepteurs du CECR renvoient lorsqu'ils définissent la maîtrise du systèm e phonologique\" (Detey and Racine 2012:84)
\n\"l'approche linéaire de la progression de l'apprentissage de la prononcia tion que semble décrire ce ca dre ne correspond pas toujours à la réalité des processus.\" (Detey and Racine 2012:85)
\n\"On peut toutefois se demander si le développement des desc riptions sociolinguistiques a véritablement influencé les pratique s en didactique du FLE\" (Detey and Racine 2012:87)
\n\"on doit distinguer norme d'usage (ensemble de formes régulièreme nt employées par les locuteurs dans leurs usages quotidiens « normaux ») et norme de référence (voire « de prestige »), qui correspond aux usages socialement valorisés dans les représentations conscientes, sinon inconscientes, des locuteurs.\" (Detey and Racine 2012:89)
\n\"L'autre distinction qui doit être revisitée es t celle qui oppose locuteurs dits « natifs » et « non-natifs », distinction déjà largement remise en question par la bipartition entre langue seconde et langue étrangère (FL1 vs FLS vs FLE), en français\" (Detey and Racine 2012:89)
\n\"les travaux sur le plur ilinguisme qui permettent de revisiter la dichotomie entre natif et non-na tif et nous invitent à jeter un regard nouveau sur la production des apprenants, en l'occurrence sur leur prononciation.\" (Detey and Racine 2012:89)
\n\"les jugements de « gramma ticalité », de « bonne formation » ou de représentativité catégorielle sont généralement bien plus difficile s à porter dans le domaine de\" (Detey and Racine 2012:89)
\n\"la prononciation que dans le domaine syntaxique par exemple.\" (Detey and Racine 2012:90)
\n\"qu 'en sera-t-il de cet apprenant japonais qui, formé à Québec ou à Abidjan, subira, non pas le regard, mais l'écoute normative - au sens prescriptif du terme - de ses enseignants parisiens (par exemple pour des réalisations apicales du /r/ don t on ne sait si elle proviennent des variétés québécoises ou abidjanaises ou bien de la battue / / de la L1 de l'apprenant) ?\" (Detey and Racine 2012:90)
\n\"eront jugés « corrects » ou « incorrects » les exemplaires en conformité ou pas avec les critères d'appartenance aux espaces catégoriels (quels que soient leurs modes de représentatio ns) des auditeurs-évalua teurs, ces jugements étant tributaires de plusieurs facteurs.\" (Detey and Racine 2012:90)
", "tags": [], "relations": {}, "dateAdded": "2015-07-09T12:36:25Z", "dateModified": "2015-07-09T12:36:27Z" } }, { "key": "MC5QCHCG", "version": 115, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/MC5QCHCG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/MC5QCHCG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Detey and Racine", "parsedDate": "2012-06-01", "numChildren": 3 }, "data": { "key": "MC5QCHCG", "version": 115, "itemType": "journalArticle", "title": "Les apprenants de français face aux normes de prononciation : quelle(s) entrée(s) pour quelle(s) sortie(s) ?", "creators": [ { "creatorType": "author", "firstName": "Sylvain", "lastName": "Detey" }, { "creatorType": "author", "firstName": "Isabelle", "lastName": "Racine" } ], "abstractNote": "", "publicationTitle": "Revue française de linguistique appliquée", "publisher": "", "place": "", "date": "2012-06-01", "volume": "Vol. XVII", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "81-96", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Revue française de linguistique appliquée", "DOI": "", "citationKey": "", "url": "http://www.cairn.info/article.php?ID_ARTICLE=RFLA_171_0081", "accessDate": "2014-04-06T13:57:13Z", "PMID": "", "PMCID": "", "ISSN": "1386-1204", "archive": "", "archiveLocation": "", "shortTitle": "Les apprenants de français face aux normes de prononciation", "language": "fr", "libraryCatalog": "www.cairn.info", "callNumber": "", "rights": "© Pub. linguistiques", "extra": "00000", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-04-06T13:57:13Z", "dateModified": "2015-07-09T12:36:03Z" } }, { "key": "RWBD9KIB", "version": 110, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/RWBD9KIB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/RWBD9KIB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Vargas", "parsedDate": "1996", "numChildren": 1 }, "data": { "key": "RWBD9KIB", "version": 110, "itemType": "journalArticle", "title": "Grammaire et didactique plurinormaliste du français", "creators": [ { "creatorType": "author", "firstName": "C.", "lastName": "Vargas" } ], "abstractNote": "Au-delà d'une conception unifiante de la langue, éventuellement modalisée par la notion de registres dans les textes officiels, l'enseignement de la grammaire peut-il prendre en compte les réalités linguistiques dans la diversité de leurs normes, et les rapports socio-différenciés à ces normes ? Peut-il ainsi permettre, même aux élèves des milieux exclus de la société, d'accéder à la connaissance et à la maitrise de la langue socialement légitime ? Il s'agit, dans le cadre d'une didactique plurinormaliste du français, de définir la forme et les contenus de ce type de grammaire, et ses conditions d'utilisation.", "publicationTitle": "Repères", "publisher": "", "place": "", "date": "1996", "volume": "14", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "83-103", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ife.ens-lyon.fr/publications/edition-electronique/reperes/INRP_RS014_5.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2263-5947", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-07-09T09:11:43Z", "dateModified": "2015-07-09T09:11:43Z" } }, { "key": "4U5UEZ4R", "version": 109, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/4U5UEZ4R", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/4U5UEZ4R", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/9HR9A2ZA", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "4U5UEZ4R", "version": 109, "parentItem": "9HR9A2ZA", "itemType": "note", "note": "Extracted Annotations (8/7/2015 13:04:13)
\n\"« français standard » comme s'inscrivant dans le champ des possibles variationnels de la langue\" (Guerin 2008:1)
\n\"envisager la langue se définissant comme un ensemble infini d'actualisations s'organisant à partir des deux notions opposées que sont l' « immédiat » et la « distance »\" (Guerin 2008:2)
\n\"en proposant les notions d' « immédiat » et de « distance » comme les deux pôles d'un continuum, on échappe à une description de la variation de la langue qui reposerait sur la considéra tion de la dichotomie oral (informel) / écrit (formel)\" (Guerin 2008:2)
\n\"prévoir les oraux formels comme les écrits informels\" (Guerin 2008:2)
\n\"le « français standard » comme susceptible d'apparaître sur le continuum au côté des autres actualisations de la langue qui se distribuent sur le continuum sans lui accorder une position privilégiée\" (Guerin 2008:2)
\n\"la spécificité du « français standard ». Celle-ci est clairement à regarder en tant qu'action sociale et non réalité linguistique. Si le « français standard » est particulier au point que certains l'envisagent hors du champ des possibles variationnels de la langue, ce n'est pas parce qu'il ne peut être contextualisable du fait de sa constitution exceptionnelle. Il est particulier parce que, contrairement aux autres formes d'actualisation de la langue, il y a une volonté politique manifeste de conservation et de diffusion\" (Guerin 2008:3)
\n\"Ce qui est en jeu dans la particularisation du « français standard » relève de l'ordre des représentations : la communauté linguistique se le représente comme une forme d'actualisation de la langue que l'on pourrait qualifier d'absolue, qui échappe à un quelconque ancrage contextuel. Même s'il est admis que toutes les situations de communication n'appellent pas dans un premier temps son actualisation, l'idéologie du standard invite à considérer que, potentiellement, le « français standard » serait pertinent dans toutes les situations.\" (Guerin 2008:3)
\n\"Parler de « langue standard » c'est sous-entendre qu'il s'agit d'une langue à part entière qui serait à distinguer de la langue française.\" (Guerin 2008:4)
\n\"l'idée de « langue standard » appartient à l'inconscient collectif.\" (Guerin 2008:4)
\n\"Il est par ailleurs relativement dangereux dans le contexte sociopolitique actuel d'affirmer que seules les personnes maîtrisant la « langue standard » parlent français quand on sait dans quelle mesure parler la langue française peut être pour certains facteur d'appartenance à la nation. Si l'on s'autorise à confondre « langue standard » et langue française c'est que le terme « langue » tel qu'il est utilisé permet cette confusion.\" (Guerin 2008:4)
\n\"Chaque situation se caractérise par un degré de formalisme dont la relativité tient à l'appréhension que chacun des acteurs de la communication a de la situation. Il y a certes des éléments de la situation qui seront perçus par tous comme imposant un degré élevé de formalisme : dès lors qu'un échange s'inscrit dans un cadre institutionnel, qu'il donne lieu à une évaluation, qu'il s'instaure entre personnes n'appartenant pas à une même communauté de pairs, on peut penser que celui-ci revêt un caractère formel. Pourtant, d'autres éléments de la situation peuvent atténuer ce degré de formalisme.\" (Guerin 2008:5)
\n\"Une situation de communication ne se réduit jamais à un unique élément : l'identité des intervenants, le cadre spatiotemporel dans lequel s'inscrit l'échange, le medium de diffusion (oral ou écrit), les moyens à disposition pour la transmission sont autant d'éléments qui peuvent faire varier le degré de formalisme d'une situation\" (Guerin 2008:5)
\n\"C'est donc l'appréhension des éléments constitutifs d'une situation de communication qui permet aux locuteurs de planifier leur action, c'est-à-dire de sélectionner dans leur répertoire linguistique l'actualisation de la langue disponible qu'ils jugeront la plus adéquate.\" (Guerin 2008:5)
\n\"à une situation de communication correspond une actualisation de la langue pertinente unique.\" (Guerin 2008:6)
\n\"Chaque situation de communication donnerait lieu à une variété située inédite.\" (Guerin 2008:6)
\n\"L'idéologie du standard amène à penser qu'il serait pertinent d'actualiser le « français standard » dans la plupart des situations de communication.\" (Guerin 2008:6)
\n\"ni les grammaires, ni les dictionnaires ne mentionnent le caractère fonctionnel en situation du « français standard ». Ces manuels entretiennent l'idéologie du standard en présentant leur description comme étant la description de la langue, sous-entendant qu'elle s'applique à toute actualisation de la langue.\" (Guerin 2008:7)
\n\"Présenter en classe de FLE le « français » décrit comme la variété située correspondant aux situations de distance a le mérite de permettre aux élèves d'envisager les savoirs transmis comme constitutifs d'un ensemble plus vaste et les prépare davantage à enrichir leur répertoire linguistique en français au cours des expériences langagières qu'ils feront nécessairement en dehors de la\" (Guerin 2008:7)
\n\"classe.\" (Guerin 2008:8)
\n\"Qu'il s'agisse du FLM ou du FLE, nous mettons en évidence ici l'intérêt d'une « sociolinguistique à visée didactique »\" (Guerin 2008:8)
", "tags": [], "relations": {}, "dateAdded": "2015-07-08T11:04:43Z", "dateModified": "2015-07-08T11:04:43Z" } }, { "key": "9HR9A2ZA", "version": 109, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/9HR9A2ZA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/9HR9A2ZA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Guerin", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "9HR9A2ZA", "version": 109, "itemType": "conferencePaper", "title": "Le 'français standard' : une variété située ?", "creators": [ { "creatorType": "author", "firstName": "E.", "lastName": "Guerin" } ], "abstractNote": "", "proceedingsTitle": "", "conferenceName": "", "publisher": "EDP Sciences", "place": "", "date": "2008", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "10.1051/cmlf08250", "ISBN": "", "citationKey": "", "url": "http://www.linguistiquefrancaise.org/10.1051/cmlf08250", "accessDate": "2015-07-08T08:37:48Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Le 'français standard'", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-07-08T11:04:43Z", "dateModified": "2015-07-08T11:04:43Z" } }, { "key": "RV5BGUPP", "version": 106, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/RV5BGUPP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/RV5BGUPP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/WBFH5XFP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "RV5BGUPP", "version": 106, "parentItem": "WBFH5XFP", "itemType": "note", "note": "Extracted Annotations (28/1/2015 21:35:02)
\n\"creencias que los profesores tenemos acerca de la pronunciación\" ( :2)
\n\"Se piensa que la enseñanza de la pronunciación no es tan importante como la enseñanza de la gramática\" ( :3)
\n\"Se tiene la idea de que la pronunciación del español es más fácil que la de otros idiomas y, por lo tanto, que el estudiante la irá adqui riendo por sí solo de forma autodidacta\" ( :3)
\n\"falta de formación de los profesores en la materia, así como a la necesidad de materiales adecuados\" ( :3)
\n\"aquellos que diseñan los cursos de formación los que piensan que la pronunciación no es importante o no supone una materia de interé\" ( :3)
\n\"s\" ( :3)
\n\"Según Cantero, tradicionalmente, la enseñanza de la pronunciación, y más concretamen te de la entonación, no ha tenido en cuenta su integración en el habla y además, muchas de las actividades están basadas en la lengua escrita centrada en la transcripción fonética y alejada de la comunicación\" ( :6)
\n\"la mayoría de los ejercicios que se han desarrollado y que se pueden encontrar en los manuales de ELE estén destinados a la r epetición de pautas de entonación desde una perspectiva puramente gramatical, es decir, se enseña la entonación de la oración interrogativa, por ejemplo, en su función de preguntar por información, pero no se tienen en cuenta otras funciones del enunciado interrogativo que no buscan la obtención de información, como la interrogación retórica o el sarcasmo\" ( :6)
\n\"la enseñanza de la entonación se ha basado en el aprendizaje de pautas melódicas con una única intención comunicativa, (la interrogación que busca la obtención de información), sin tener en cuenta que esta se emplea en diferentes contextos y para expresar diferentes intenciones. Como consecuencia de esto, los estudiantes, a partir de cierto nivel que suele ser bastante elemental, dejan de adquirir contenidos relaci onados con la entonación y que son necesarios para comprender y expresarse de forma comunicativamente eficaz\" ( :11)
\n\"En estos niveles el alumno es capaz de diferenciar entre un enunciado interrogativo que busca la obtención de información y uno exclamativo que expresa sorpresa, sin embargo, ¿qué ocurre con la entonación de las preguntas retóricas con intención irónica que son necesarias, por ejemplo, en el contexto de un debate o de una exposición oral argumentat iva? Este es el caso de los alumnos de nivel avanzado universitario y lo que se ha observado es que, aunque su intención comunicativa es en muchas ocasiones la de mostrar enfado, indignación o utilizar el sarcasmo para criticar una determinada postura, no consiguen transmitir esta intención o no lo hacen de la forma más efectiva posible, porque no emplean la entonación conforme a dichas intenciones\" ( :11)
", "tags": [], "relations": {}, "dateAdded": "2015-06-01T08:32:23Z", "dateModified": "2015-06-01T08:32:23Z" } }, { "key": "MNJZBCCH", "version": 105, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/MNJZBCCH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/MNJZBCCH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1476740, "username": "f.auzeau", "name": "Fanny Auzéau", "links": { "alternate": { "href": "https://www.zotero.org/f.auzeau", "type": "text/html" } } }, "creatorSummary": "Tévar", "parsedDate": "2015", "numChildren": 1 }, "data": { "key": "MNJZBCCH", "version": 105, "itemType": "journalArticle", "title": "“Un acento nativo es siempre atractivo”: precepción de variedades de inglés británico por parte de estudiantes de inglés como lengua extranjera", "creators": [ { "creatorType": "author", "firstName": "Jesús Martín", "lastName": "Tévar" } ], "abstractNote": "“Un acento nativo es siempre atractivo”: precepción de variedades de inglés británico por parte de estudiantes de inglés como lengua extranjera", "publicationTitle": "Lenguas Modernas", "publisher": "", "place": "", "date": "2015", "volume": "0", "issue": "43", "section": "", "partNumber": "", "partTitle": "", "pages": "Pág. 45 - 77", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.lenguasmodernas.uchile.cl/index.php/LM/article/view/36112", "accessDate": "2015-02-05T10:19:58Z", "PMID": "", "PMCID": "", "ISSN": "0719-5443", "archive": "", "archiveLocation": "", "shortTitle": "“Un acento nativo es siempre atractivo”", "language": "es", "libraryCatalog": "www.lenguasmodernas.uchile.cl", "callNumber": "", "rights": "", "extra": "00000 \nWithin the field of sociolinguistics, dialect variation and speech perception of English varieties have been largely studied (Giles and Powesland 1975; Labov 1972; Preston 1996), and the expected results have been empirically proved. Nevertheless, the perceptions that Spanish students of English might have concerning English variation, has received less attention. The present paper uses a series of recordings belonging to different accents of British English; a group of Spanish students are exposed to these recordings and required to fill in a questionnaire which will reflect their impressions about the varieties. The results from this study\nwill show that students of English as a Foreign Language have been traditionally exposed almost exclusively to Standard varieties only, and that their perception of\nother varieties may not coincide with that of the native speakers of English; in fact,it can be very different. Moreover, the findings to be obtained in this work could\nhave implications on the teaching of EFL.", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-02-05T10:28:35Z", "dateModified": "2015-02-10T17:43:35Z" } }, { "key": "85J95PRQ", "version": 103, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/85J95PRQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/85J95PRQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1476740, "username": "f.auzeau", "name": "Fanny Auzéau", "links": { "alternate": { "href": "https://www.zotero.org/f.auzeau", "type": "text/html" } } }, "creatorSummary": "Orta Gracia", "parsedDate": "2009", "numChildren": 1 }, "data": { "key": "85J95PRQ", "version": 103, "itemType": "journalArticle", "title": "Creencias de los profesores acerca de la pronunciación y sus repercusiones en el aula", "creators": [ { "creatorType": "author", "firstName": "A.", "lastName": "Orta Gracia" } ], "abstractNote": "Aquest article analitza les creences d’un grup de professors d’espanyol com a llengua estrangera sobre la importància de l’ensenyament explícit de la pronunciació en una situació d’immersió, analitzant en quina mesura aquestes creences es ceuen reflectides en la seva actuació a l’aula.", "publicationTitle": "PHONICA", "publisher": "", "place": "", "date": "2009", "volume": "5", "issue": "0", "section": "", "partNumber": "", "partTitle": "", "pages": "48-73", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://revistes.ub.edu/index.php/phonica/article/view/5595", "accessDate": "2015-01-29T13:11:18Z", "PMID": "", "PMCID": "", "ISSN": "1699-8774", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "ca", "libraryCatalog": "revistes.ub.edu", "callNumber": "", "rights": "L'autor/a que publica en aquesta revista està d'acord amb els termes següents: L'autor/a conserva els drets d’autoria i atorga a la revista el dret de primera publicació de l’obra. Els textos es difondran amb la llicència de Reconeixement de Creative Commons , la qual permet compartir l’obra amb tercers, sempre que en reconeguin l’autoria, la publicació inicial en aquesta revista i les condicions de la llicència.", "extra": "00000", "tags": [ { "tag": "competencia fónica", "type": 1 }, { "tag": "competència fònica", "type": 1 }, { "tag": "creences del professor", "type": 1 }, { "tag": "creencias del profesor", "type": 1 }, { "tag": "ensenyament explícita", "type": 1 }, { "tag": "enseñanza explícita", "type": 1 }, { "tag": "explicit teaching", "type": 1 }, { "tag": "interlanguage.", "type": 1 }, { "tag": "interlengua.", "type": 1 }, { "tag": "interllengua", "type": 1 }, { "tag": "phonic competence", "type": 1 }, { "tag": "prosodia", "type": 1 }, { "tag": "prosodic features", "type": 1 }, { "tag": "prosòdia", "type": 1 }, { "tag": "teacher beliefs", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-01-29T13:13:51Z", "dateModified": "2015-01-31T14:47:33Z" } }, { "key": "53SHN3TA", "version": 101, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/53SHN3TA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/53SHN3TA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/ERSEE5XI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "53SHN3TA", "version": 101, "parentItem": "ERSEE5XI", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-01-29T13:11:32Z", "url": "http://revistes.ub.edu/index.php/phonica/article/view/5595", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-01-29T13:11:32Z", "dateModified": "2015-01-29T13:11:32Z" } }, { "key": "7ESKUW4A", "version": 101, "library": { "type": "group", "id": 159329, "name": "norme_paradigme phonétique_paradigme didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/159329/items/7ESKUW4A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/norme_paradigme_phontique_paradigme_didactique/items/7ESKUW4A", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/159329/items/ERSEE5XI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "7ESKUW4A", "version": 101, "parentItem": "ERSEE5XI", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2015-01-29T13:11:32Z", "url": "http://revistes.ub.edu/index.php/phonica/article/download/5595/7375", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-01-29T13:11:32Z", "dateModified": "2015-01-29T13:11:32Z" } } ]