Phonetic interference between L2 and L3 in qualifying cycle: interlingual approach

المؤلفون

  • Badreddine EL KACIMI FLLA-UIT-Maroc
  • Imad EL KACIMI FLSH-UAS-Maroc

الكلمات المفتاحية:

EFL، FFL، phonetic interference، observation، pedagogical intervention

الملخص

The Moroccan education system favors French at all levels, while English is taught only for three years during the qualifying cycle, creating a detrimental disparity in learning this foreign language. Learners often pronounce English with a French accent due to phonetic interference. Pronunciation difficulties are exacerbated by socio-psychological factors such as lack of motivation and an education system focused on quantity rather than quality. Teachers also play a crucial role in improving learning by addressing these challenges and managing classes appropriately. Students who make pronunciation errors may be ridiculed by their peers, leading to decreased self-esteem and disinterest in school activities. Special attention should be given to teacher training and creating a positive learning environment to promote better English proficiency and enhance students' performance.

السير الشخصية للمؤلفين

Badreddine EL KACIMI، FLLA-UIT-Maroc

FLLA-UIT-Maroc

Imad EL KACIMI، FLSH-UAS-Maroc

FLSH-UAS-Maroc

التنزيلات

منشور

2024-03-20