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Phonetic Correction (PHC)

In the last 50 years, research in phonology, phonetics, phonotactics, and other areas of language science bearing on aurality and pronunciation has yielded a wide range of descriptive knowledge which has inspired numerous strategies for phonetic correction in the language classroom. Recent advances in applying cognitive neuroscience in education now reveal which of these practices are effective, and when and why they should be used.

Great Effective Teaching Means

Despite this, though training curricula may mention elements of how the speech organs operate, or language-specific prosodic phenomena, or the existence of an international phonetic alphabet, concrete techniques for teaching accepted pronunciation or correcting faulty pronunciation are almost never included.

At the same time, while the perspective underlying many basic texts urges that language classes should aim for social integration, who is unaware of the difficulties non-native speakers face when their pronunciation of the L2/FL is insufficiently intelligible? During a job interview, for instance, even if they master the grammar of the language they want to use, and even if they are competent in their area of expertise, the employer asking them questions will systematically focus on their elocutionary approximations rather than on their professional qualifications.

Intelligibility therefore proves to be a necessary condition for enabling language exchange. The more time and effort interlocutors must expend on understanding what the other has said, the less time is available for meaningful exchanges. If the primary objective of teaching a second language is to achieve intelligible spoken language, awareness of this should be an ethical imperative for teachers and demanded by students (LeBel 2011).

Experienced Multilingual Trainers

This training, offered by Steeve Mercier (Ph.D.) and Olivier Massé (Master’s in SL Education), with the participation of Jean-Guy LeBel (Ph.D.), aligns with this perspective. Between them, these three multilingual specialists in teaching and phonetic correction represent some 80 years’ experience among diverse audiences (international students, economic migrants, refugees, persons facing challenges when it comes to speech and language). What, when, and how to teach? What, when, and how to correct target-language pronunciation? Following this five-day workshop, you will be able to answer these questions.

The teaching strategies put into practice during this workshop are the essential complement to the NLA workshops and will allow you to optimise the latter’s teaching strategies.

cph1

PHC1 – Initial training for teaching pronunciation and to Great Means for correcting pronunciation when teaching an L2/FL

CPH2

PHC2 – Advanced training to teaching pronunciation and to Great Means for correcting pronunciation when teaching an L2/FL

CPH3

PHC3 – Introductory workshop to evaluation tools specific to L2/FL pronunciation

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