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

Auteurs

  • Badreddine EL KACIMI FLLA-UIT-Maroc

DOI :

https://doi.org/10.70204/jlt.v4i1.315

Mots-clés :

EFL, FFL,, phonetic interference,, observation, pedagogical intervention.

Résumé

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.

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Publiée

2024-03-20

Comment citer

EL KACIMI, B. . (2024). Phonetic interference between L2 and L3 in qualifying cycle: interlingual approach. Journal of Languages and Translation, 4(1), 140–155. https://doi.org/10.70204/jlt.v4i1.315