Phonetic correction of pronunciation of French language in Jordanian university context

Resumen

This article aims to present the approaches adopted in teaching pronunciation in French as
a foreign language (FFL). The identification of difficulties of the pronunciation, the work on
its correction in the phases of remediation and post-remediation are the essential steps of
teaching methodology. To implement this methodology, we performed a contrastive analysis
of the vocal and consonant systems of the target language (French) and the mother tongue
(standard Arabic), as well as the implementation of exercises, activities, and assessment tests
at the end of the learning. The present study focuses on the deaf /p/ occlusive consonant
and the nasal vowels /ӑ/, /ɛ/, /ɔ̃/, which Jordanian students tend to confuse. The results of this
experiment show that improvement of pronunciation is possible. Teachers must therefore
make phonetic correction in class, with learners, mostly beginners, after carefully recording
their needs in this area