Apprentissage et enseignement de la prosodie : l’importance de la visualisation (notice n° 856462)
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| fixed length control field | 02317cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123151252.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Herment, Sophie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Apprentissage et enseignement de la prosodie : l’importance de la visualisation |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2018.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 75 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | À partir des outils de la recherche comme le logiciel de traitement de la parole PRAAT, le logiciel d’annotation automatique SPPAS et le corpus d’apprenants AixOx, cet article propose quelques exemples d’applications pédagogiques possibles pour l’aide à l’apprentissage / enseignement de phénomènes prosodiques de l’anglais pour des apprenants francophones en collèges et lycées. La théorie sous-jacente est celle de l’approche britannique et les illustrations concernent les trois types de décision que le locuteur doit prendre : la division en unités intonatives, le placement des proéminences et les mouvements mélodiques. Cet article défend l’idée que la visualisation et la comparaison de productions de natifs et d’apprenants peuvent aider à mieux comprendre et donc mieux appréhender la prosodie de l’anglais L2. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Using research tools like PRAAT, a tool for doing phonetics, SPPAS, which performs automatic annotation, and the AixOx learners’ corpus, this article gives examples of possible pedagogical applications to help the learning and teaching of English prosody for French learners in secondary schools. The theoretical framework is the British school of intonation and the illustrations concern the three types of decision the speaker has to take, namely tonality, tonicity and tone. It is argued that visualising and comparing natives and learners’ productions can induce a better comprehension and apprehension of prosodic phenomena for ESL. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | applications pédagogiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | visualisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | prosodie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | anglais L2 |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | visualisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ESL |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | prosody |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogical applications |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de linguistique appliquée | XXIII | 1 | 2018-05-23 | p. 73-88 | 1386-1204 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-francaise-de-linguistique-appliquee-2018-1-page-73?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-francaise-de-linguistique-appliquee-2018-1-page-73?lang=fr&redirect-ssocas=7080</a> |
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