Teaching and learning target language pronunciation : the case of Maltese learners of French as a foreign language

Abstract

The aim of this study is to analyse Maltese learners’ competence in the pronunciation of French nasal vowels. The study is based on three research questions and uses a mixed-methods research design. A total of 25 learners studying French as a foreign language at Year 8 and Year 10 level, from two secondary schools, 13 Advanced Level French students, from two Sixth Forms and 6 University learners, participated in this study. The data sources of this study include : 15 sets of minimal pair readings, 3 short paragraph readings, 44 spontaneous conversations on a set topic and 5 semi-structured interviews with teachers. Nasal vowel (/ɑ̃/, /ɔ̃/, and /ɛ̃/) pronunciation errors emerging from the participants’ audio-recordings are analysed. The frequency of nasal vowel pronunciation errors and correct productions is determined and analysed statistically using the IBM SPSS Statistical program. Semi-structured interviews with five teachers about their teaching of pronunciation are analysed qualitatively by selecting the principal themes. Results show that the most frequent errors are made by secondary school learners, and a cut-off point for improvement appears at the post-secondary level. Reasons contributing to these errors stem from the L1 influence and persist due to the fact that learners do not possess the necessary pronunciation skills, which would ideally be acquired at an earlier stage of their learning journey. Principal themes emerging from the teachers’ interviews include : the neglect of the oral competence and pronunciation instruction in a French classroom, difficulties linked to the teaching and learning of pronunciation and some recommendations.