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Methods of Phonetic Correction

Code: 106637
Credits: 6
2026/2027
Degree programme Type Course
English and French Studies OP 3
English and French Studies OP 4

Contact lecturer

Name :
Lorraine Baque Millet
Email :
lorraine.baque@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

Not applicable.

Objectives

This course aims to familiarize students with the specific features of teaching and learning the phonological component of a foreign language (particularly French as a foreign language) through:

  • understanding the psycholinguistic processes involved in accessing phonological material in a foreign language at both the segmental and prosodic levels;
  • conducting a contrastive analysis of the phonetic and phonological system of French in comparison with those of other languages;
  • reflecting on the notions of standard language and variation;
  • analyzing methodological approaches, as well as the assessment objectives and criteria of the Common European Framework of Reference for Languages;
  • examining activities, strategies, and pedagogical resources for teaching pronunciation in French as a foreign language.


Learning outcomes

  1. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  2. Maintain an attitude of respect for the opinions, values, behaviors and practices of others.
  3. Locate specialised and academic information and select this according to its relevance.
  4. Synthesise information obtained from distinct sources, problematise a topic, and structure the information in a relevant way in oral and written presentations adapted to the audience.
  5. Produce works in which the fundamental digital and bibliographic tools for the field of study are applied.
  6. Autonomously search, select and process information both from structured sources (databases, bibliographies, specialized magazines) and from across the network.
  7. Apply acquired concepts and methods to professional situations simulated in the classroom through problem solving and case simulation
  8. Make oral and written presentations of an academic and/or professional nature on French language, linguistics, culture or literature with a high degree of linguistic accuracy and terminological precision in French.
  9. Identifying different theoretical options or ways of dealing with the same problem from alternative theoretical frameworks.
  10. Be familiar with the resources available for the analysis of French.
  11. Solve complex linguistic analysis at any level and with the appropriate tools.
  12. Apply the knowledge and competences acquired to the analysis of problems and their resolution.
  13. Produce organised and correct oral or written discourse in French adapted to professional purposes.
  14. Interpret oral and written discourse in depth and provide arguments for their critical analysis.
  15. Express oneself effectively orally and in writing, in an appropriate manner in each professional field.
  16. Analyse learning situations, identify areas for improvement and propose new methods or alternative solutions.
  17. Analyse professional situations and be able to provide innovative responses to the needs and demands of the world of employment.
  18. Identify distinct sociocultural or cognitive attitudes and representations linked to professional contexts in French.
  19. Identify and understand distinct theories of first-, second- and third-language acquisition.
  20. Analyse, interpret and evaluate theories of first-, second- and third-language acquisition in distinct contexts of acquisition.
  21. Apply the principles of correctness required by the standard language and the distinct registers and varieties for professional purposes.
  22. Be familiar with and critically analyse the linguistic resources on French in distinct media.
  23. Be familiar with and know how to use distinct tools necessary for the conception of didactic devices for the teaching-learning of FLE.
  24. Identify the distinct stages of a didactic unit.
  25. Identify and generate hypotheses about distinct errors in FLE.
  26. Propose correction methods adapted to the nature of distinct errors in FLE.
  27. Apply the concepts and methods acquired to specific professional situations through the creation and analysis of specific materials in each field.
  28. Adapt language register to conditions of professional use.
  29. Adapt acquired cultural and social knowledge to professional needs.
  30. Work with independence and initiative, integrating the contributions of others and respecting the established work plan.
  31. Be familiar with the basic digital and bibliographic tools in French in a specific professional field.

Contents

  1. Contrastive analysis of the phonetic-phonological system of French and other languages: standard language and variation.
  2. Psycholinguistic processes involved in accessing the phonological component of a foreign language.
  3. Methods and techniques for phonetic correction in French as a foreign language.
  4. Critical analysis of activities, strategies, and pedagogical resources for teaching the phonological component in French as a foreign language.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Master classes and flipped classes 25 1 1, 2, 3, 6, 9, 10, 11, 12, 13, 16, 17, 18, 19, 20, 22, 23, 24, 25, 26, 27, 29, 31
Oral presentations and debates, problem-based learning, and problem/case/exercise resolution 25 1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31
Doing exercises, reading, preparing oral and written productions, flipped class 75 3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31
Oral and written productions analyses, phonetic training, debates 20 0.8 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31

This course is essentially practical and requires the active participation of each student. It includes problem-based learning (PBL) and flipped classroom methodologies.

Note: Fifteen minutes of one class session, within the schedule established by the school/degree program, will be reserved for students to complete the surveys evaluating the teaching performance of the instructors and the course/module.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Critical review and discussion of phonetic correction activities and resources 15% 1 0.04 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31
Final examination in phonetic transcription and pronunciation 20% 0.25 0.01 11, 12, 15, 21
Analysis and diagnostic reports of oral productions in FFL and proposals for phonetic correction. 10% 1.5 0.06 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31
Phonetic correction simulation 25% 0.25 0.01 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 23, 24, 25, 26, 27, 28, 29, 30, 31
Final examination in the analysis and diagnosis of oral productions in FFL and phonetic correction proposals. 20% 1.5 0.06 1, 2, 4, 5, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 19, 21, 23, 25, 26, 27, 28, 29, 31
Transcription and pronunciation exercises 10% 0.5 0.02 11, 12, 15, 21

GRADE REVIEW:

Unless explicitly stated otherwise, for each assessed activity, students will have one week from the date of grade notification to request a grade review.

SPECIAL CASES:

French-speaking students must meet the same assessment requirements as the rest of the cohort. Responsibility for following learning and assessment activities lies entirely with the student.

EXCHANGE STUDENTS:

Exchange students requesting to take an exam earlier must provide the lecturer with a written document from their home university justifying their request.

PLAGIARISM:

If a student engages in any irregularity that may lead to a significant change in the grade of an assessment task, that task will be awarded a 0, regardless of any disciplinary proceedings that may be initiated. If multiple irregularities occur in assessment tasks within the same course, the final course grade will be 0.

ARTIFICIAL INTELLIGENCE (AI):

This course allows the use of artificial intelligence (AI) technologies exclusively for information retrieval tasks. If AI technologies have been used, students must: 1) identify the parts generated using AI, 2) specify the tools used, and 3) include a critical reflection on how these influenced the process and final outcome of the task. Lack of transparency regarding AI use in an assessed activity will be considered academic misconduct and will result in a grade of 0 for that activity with no possibility of resubmission, or more severe sanctions in serious cases. If multiple irregularities occur in assessment tasks within the same course, the final course grade will be 0.

“NOT ASSESSED”:

Students will receive a “Not assessed” grade if they have submitted no more than 30% of the assessment activities.

RESIT (REASSESSMENT):

Students who fail the course may only participate in resit if they have been assessed in activities accounting for at least 66% of the final grade. The resit will consist of a final synthesis exam, oral and/or written. Tasks related to day-to-day teaching activities and coursework submissions are excluded from resit. Assessment tasks in which irregularities have occurred (copying, misuse of AI, etc.) are not eligible for resit.

SINGLE ASSESSMENT:

This subject does not allow a single assessment.

Bibliography

BASIC REFERENCES:

Conseil de l’Europe. (2018). Cadre Européen Commun de Référence pour les Langues: Apprendre, Enseigner, Évaluer. Volume complémentaire avec de nouveaux descripteurs. Conseil de l’Europe / Europ Council. Consulté à l’adresse https://www.coe.int/fr/web/education/-/the-cefr-companion-volume-with-new-descriptors-isnow-available-online-

Intravaia, Pietro (2000), Formation des professeurs de langue en phonétique corrective. Le système verbotonal, Didier Érudition / C.I.P.A..

Léon, Pierre R. (1978). Prononciation du français standard : aide-mémoire d’orthoépie. Didier.

Piccardo, Enrica (2016). Common european framework of reference for languages: Learning, teaching, assessment: Phonological scale revision process report. Council of Europe. Council of Europ / Conseil de l’Europe. Consulté à l’adresse https://rm.coe.int/phonological-scale-revision-process-report-cefr/168073fff9

Renard, Raymond (1979), La méthode verbo-tonale de correction phonétique, Didier, Bruxelles.

Renard, Raymond (éd.) (2002), Apprentissage d´une langue étangère/seconde. 2. La phonétique verbo-tonale, De Boeck.


ONLINE RESOURCES:

- http://w3.uohprod.univ-tlse2.fr/UOH-PHONETIQUE-FLE/

- http://verbotonale-phonetique.com

- https://www.lepointdufle.net/p/phonetique.htm#.UcxjURY0zBE

- https://magali.boureux.com/fr/la-methode-verbo-tonale-de-phonetique-corrective-webographie-e-bibliographie/

- https://fr.forvo.com/languages/fr/

- https://speechling.com/fr/

- https://www.francaisfacile.com/

- https://apprendre.tv5monde.com/fr

- https://www.fonetix.fr/exercices-de-phonetique-du-francais-special-hispanophones/

- https://www.youtube.com/@FrancaisavecPierre/search?query=prononciation

- https://hlrnet.com/sites/alt128/difficultes-de-prononciation-pour-hispanophones/


PEDAGOGICAL MATERIAL:

Abry, Dominique, & Chalaron, Marie-Laure (2010). Les 500 exercices de phonétique : niveau A1-A2. Hachette.

Abry, Dominique, & Chalaron, Marie-Laure (2011). Les 500 exercices de phonétique : niveau B1-B2. Hachette.

Charliac, Lucile, Le Bougnec, Jean-Thierry, Loreil, Bernard, & Motron, Annie-Claude (2003). Phonétique progressive du francais avec 400 exercices : Niveau débutant. CLE international.

Charliac, Lucile, & Motron, Annie-Claude (2004). Phonétique progressive du français avec 600 exercices : niveau intermédiaire. Clé international.

Charliac, Lucile, & Motron, Annie-Claude (2006). Phonétique progressive du français avec 400 exercices : niveau avancé. Clé international.

Filliolet, Catherine, & Vandendriessche, Anne (2010). La phonétique par les textes : niveaux A2-B1. Belin.

Léon, Monique (2003). Exercices systématiques de prononciation française. Hachette.

Léon, Pierre, Léon, Monique, Léon, Françoise, & Thomas, Alain (2009). Phonétique du FLE : prononciation: de la lettre au son. Armand Colin.

Martinie, Bruno, & Wachs, Sandrine (2006). Phonétique en dialogues : niveau débutant. CLE international.

Martins, Cidalia, & Mabilat, Jean-Jacques (2004). Sons et intonation : exercices de prononciation. Didier.


OTHER REFERENCES:

Abry, Dominique, & Veldeman-Abry, Julie (2007). La phonétique : audition, prononciation, correction. CLE international.

Anderson-Hsieh, Janet, Johnson, Ruth, & Koehler, Kenneth (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentais, prosody, and syllable structure. Language Learning, 42(4), 529-555.

Anderson-Hsieh, Janet, & Koehler, Kenneth (1988). The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38(4), 561-613.

Baqué, Lorraine, & Cañada, Maria-Dolors (2005). Structuration de l’opposition [ǝ]-[e] en FLE: incidence du degré de focalisation sur la forme. Revue Parole, 34-35-36, 101-130.

Barriuso, Taylor Anne, & Hayes-Harb, Rachel (2018). High Variability Phonetic Training as a Bridge from Research to Practice. CATESOL Journal, 30(1), 177-194.

Beddor, Patrice Speeter, Harnsberger, James D., & Lindemann, Stephanie (2002). Language-specific patterns of vowel-to-vowel coarticulation: Acoustic structures and their perceptual correlates. Journal of Phonetics, 30(4), 591-627.

Bento, Margaret (2007). La phonétique et la phonologie dans la classe de français langue étrangère: Quelle norme enseignée? Quelle norme enseigner? : La Compétence Phonologique. Les Langues Modernes, 101(3), 55-60.

Best, Catherine T. (1994). Développement de la perception des sons de parole de différentes langues au stade préverbal. In Gabrielle Konopczynski & Shirley Vinter (Eds.), Actes du colloque « Le premier langage peut-il être prédictif du développement langagier ultérieur ? » (pp. 22-29). Besançon.

Billières, Michel (1987). Le suivi des élèves en phonétique corrective. Revue de phonétique appliquée, 82, 15-28.

Billières, Michel (1988). Crible phonique, crible psychologique et intégration phonétique en langue seconde. Travaux de didactique du français langue étrangère, 19, 5-29.

Billières, Michel (1993). Théorie et pratique du rythme parolier en phonétique corrective. Cahiers du Centre Interdisciplinaire des Sciences du Langage, 9, 3-32.

Billières, Michel (2002). La genèse du crible prosodique. Conséquences sur l’enseignement de la prononciation en langue étrangère. Cahiers du Centre Interdisciplinaire des Sciences du Langage, 16, 51-64.

Billières, Michel (2008). Le statut de I'intonation dans I'évolution de l'enseignement/apprentissage de I'oral en FLE. Français dans le monde. Recherches et applications, 43, 27-37.

Billières, Michel (2012) La perception des sonorités parolières entre cognition et émotion, In: Calvo Medina, María-Victoria; Murillo Puyal, Julio (éds.), Perception phonique et Parole (pp. 23-38). CIPA.

Billières, Michel, Gaillard, Pascal, & Magnen, Cynthia (2005). La surdité phonologique illustrée par une étude de catégorisation des voyelles françaises perçues par les hispanophones. Revue Parole, 33, 9-33.

Blanc, Georgette (2011). L'enseignement de la phonétique du français langue étrangère (FLE), Babylonia, 2, 33-37.

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Chan, Marsha J. (2018). Embodied Pronunciation Learning: Research and Practice. CATESOL Journal, 30(1), 47-68.

Cho, Taehong (2005). Prosodic strengthening and featuralenhancement: evidence from acoustic and articulatory realizations of /a,i/ in English. The Journal of the Acoustical Society of America, 117(6), 3867-78.

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Darcy, Isabelle (2018). Powerful and Effective Pronunciation Instruction: How Can We Achieve It?. CATESOL Journal, 30(1), 13-45.

Darcy, Isabelle; Ewert, Doreen; Lidster, Ryan (2012). Bringing pronunciation instruction back into the classroom: an ESL teachers’ pronunciation toolbox. In: Proceedings of the 3rd pronunciation in second language learning and teaching conference (pp. 93-108).

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Georgeton, Laurianne, & Fougeron, Cécile (2014). Domain-initial strengthening on French vowels and phonological contrasts: Evidence from lip articulation and spectral variation. Journal of Phonetics, 44(1), 83-95.

Geumann, Anja (2001). Vocal intensity: acoustic and articulatory correlates. En 4th Conference on Motor Control (pp. 2-5). Nijmegen.

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Harmegnies, Bernard, Delvaux, Véronique, Huet, Kathy, & Piccaluga, Myriam (2005). Oralité et cognition: pour une approche raisonnée de la pédagogie du traitement de la matière phonique. Revue PArole, 34, 265.

Harrington, Jonathan (2003). Commentary : Consonant strengthening and lengthening in various languages. Papers in Laboratory Phonology, 6, 183-196.

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Intravaia, Pietro (1993). Pour une étiologie approfondie de l'erreur phonétique. Revue de phonétique appliquée, 108-109, 110, 239-266.

Iverson, Paul, Kuhl, Patricia K., Akahane-Yamada, Reiko, Diesch, Eugen, Tohkura, Yoh’ich, Kettermann, Andreas, & Siebert, Claudia (2003). A perceptual interference account of acquisition difficulties for non-native phonemes. Cognition, 87, B47-B57. http://doi.org/10.1016/S0

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Levis, John M., & Levis, Greta M. (2018). Teaching high-value pronunciation features: Contrastive stress for intermediate learners. The CATESOL journal, 30(1), 139.

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Veldeman-Abry, Julie, & Abry, Dominique (2016). Au croisement de la phonétique, de la grammaire et du lexique: la morphophonologie en classe de FLE. Français dans le monde. Recherches et applications, 60, 96-105.

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Software

Praat: https://praat.org/

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 French second semester morning-mixed
(PAUL) Classroom practices 1 French second semester morning-mixed