Академический Документы
Профессиональный Документы
Культура Документы
Rebeca Arndt
May 1, 2016
Introduction
Phonics and pronunciation training has been generally perceived as of limited importance
1986, p 209. Various foreign language teachers conspicuously refute the usefulness of phonetic
and pronunciation training and rely on a listen-and-repeat method with the use technology.
struggled to discover best ways to aid my students face the challenge of comprehending and
acquire the complex sound and grapheme-phoneme correlation system, as phonics instruction
was not clearly identified as a critical area of concern within the curriculum used in my district.
In the process of trying to avoid the tendency among my students of pronouncing French words
words according to English decoding conventions from print to sound, rather than assuming that
pupils will improve by practice alone (Pillette & Clarke, 2000, p. 34), I have worked on
developing and adjusting according to my students need phonics and pronunciation lessons
My goal was not only to support my students in decoding, word reading, text comprehension,
and spelling but also measure the effects of systematic phonics instruction compared to no-
phonics instruction. For this purpose, I have elaborated a study in order to investigate the
The sample consisted of two groups of French Novice Low students from Marshall Middle
School, who received the same instruction in French language and culture during the first and
second quarter of school year 2015-2016. Only the experimental group received additional
three reading tasks: phoneme identity in isolated graphemes, phoneme blending in isolated
familiar words and phoneme segmentation in isolated unfamiliar words and short sentences. The
intervention group made significantly more progress than the comparison group in terms of the
These findings imply that explicit instruction can improve novice low learners proficiency
1. What is the most effective way to teach Modern Standard French phonics for novice low
students?
Literature Review
In order to answer the daunting question that many educators struggle with, in regard to
most effective ways to teach Modern Standard French phonics for novice low students, I will
attempt to explain what Modern Standard French is and what exactly is phonics.
All languages differ along geographic, social, or temporal proportions. With degree of
resistance to change (such as the spelling revisions of over 2400 words that had been suggested
by the Acadmie Franaise- French Academy, and unanimously accepted by its members in
1990, which was implemented more than 25 years after) French language contains a
conglomeration of backlash to local and social fluctuation and diversity. Regional and social
dialects are manifest both within France as well as internationally and surely modification within
the very core of French language, even Standard French had been constantly made since
Molires era.
Modern Standard French, the formal French language, developed from the diversity of
French spoken in the area around Paris and the Loire valley area. As the essential dialect among
the northern group of French dialects, recognized as the langues doil, Modern Standard
French it is not singular. Actually, mostly in the rural areas of south of France, some dialects
recognized as regional languages known as langues doc or Occitanian French are used
increasingly. Dialect such as Provenal, Occitan, and Catalan are intrinsically part of France's
French is the official language or one of the official languages of 29 sovereign states and
territories also spoken in many other countries other than France, while it ranked the sixth most
widely spoken language after Mandarin Chinese, English, Hindi, Spanish and Arabic.
There are currently over 220 million French speakers worldwide, including 72 million so-
called partial French speakers, however only French speakers from Switzerland, Belgium are
speaking Modern Standard French, while the vast majority of the French speakers worldwide
Phonics
Phonics can be described as a system employed for encoding speech sounds phonemes,
into graphemes, the written symbols. Phonics involves the association of speech sounds with
letters and the blending of sounds into syllables and words according to Harris & Hodges, 1995
definition. Individual phoneme patterns are studied by learners of a language using segmenting,
blending, decoding, and manipulating individual words in order to recognize words, pronounce
words and make connections between words and their meanings. Certainly, at the very core of
phonics lies the alphabet. The French alphabet has the same 26 letters as the English alphabet,
pronounced differently and an addition of five accents, four for vowels and one for a consonant,
Mastering French phonics begins with mastering the alphabet and the relation between
graphemes and the phonemes, because in French various phonemes has similar pronunciation as
well as many letters can represent a number of different sounds and as research has demonstrated
success in decoding is associated with having a grasp of the alphabetic principle as Stahl, Duffy-
Phonics instruction given accordingly to the developmental levels of the learners relies
heavily on the learners phonemic awareness which can be engaged through listening, speaking
and reading simultaneously. Through this approach, learners will quickly determine the sounds in
unfamiliar written words. In the plan laid out here, I have employed the synthetic phonics
approach were learners associate letters to their corresponding phonemes and then to blend them
to create a word.
Phonics is one of the pillars that help students build the foundational skills students need
effective decoding instruction, enhances their understanding and gain strategies to learn the
sounds of a written language, break words into syllables, and identifying morphemes, while
emphasizing word meaning. Phonics can be described as teaching a language and reading a
language explicitly and sequentially, through the relationship of letter-sound correspondence in
words. Individual phoneme patterns are studied by segmenting, blending, decoding, and
awareness, phonics, decoding, word analysis, etc.) dictates the student progress with word
recognition, reading comprehension, and fluency will suffer (Chall, 1996). Direct phonics
instruction enables students to master reading in an organized way as Cromwell, 1997 supports,
however this technique has not necessarily proven to be entirely effective and fail-safe as Brooks
& Brooks, 2005 implies however according to the National Institute of Child Health and Human
Development, 2000, there is enough evidence to say that explicit phonics instruction helps
students improve their reading comprehension, spelling, and overall literacy skills in their first
language. Based on the positive effects that explicit phonics instruction has on first language
learners, explicit phonics instruction can be successfully used in second language acquisition, to
synthetic phonic method due to emergency I felt for rapid progress. Although synthetic phonics
approach had not been greatly researched, I have been inspired and influenced by studies such as
Johnston and Watson (2004) which concluded that synthetic phonics led to better decoding skills
than either an analytic phonics approach or an analytic phonics approach that embody
rapidly and students are explicitly guided in how to blend the sounds together to pronounce and
co-articulate unfamiliar words, to spell words and reinforce blending for reading. The strategy to
implement the synthetic phonic method in classroom is quite straightforward: few letter sounds
are taught and afterwards students are shown how these sounds can be blended together to build
up words (Feitelson, 1988). Generally, in a synthetic phonics lessons which takes about half
hour, time is divided in six segments: first students work orally on an activity, second students
revise the previous lesson, followed by the introduction of a new letter and its corresponding
sound, next students blend, segment and create new words and write the new letter, and finally
boys (7th and 8th graders). Most of my students heritage was Caucasian American, however
within my classes I welcomed African-American and Hispanic students (mostly from Mexico),
students with Asian ancestry (Filipino and Indian) as well as students with Barkanic background
(Albanian). My classes are ethnically, culturally diverse due to the varied array of ethnicities and
cultures presented as well linguistically diverse, as I have students in my classes that already
spoke two different languages and two different dialects while enrolled in a language class.
following A and B days. My students have a various range of competences, yet it is a group with
quite of a unique set of special needs and skills, as I have in my class speakers of other
languages, Exceptional Student Education (ESE) as well as students with Emotional Behavioral
Difficulties (EBD), therefore I am determined to seek out information about new instructional
learning skills, especially made use of phonics lessons in addition to my current practices. I am
currently employing a synthetic phonics which is an accelerated phonics approach adjusted to the
1. What is the most effective way to teach Modern Standard French phonics for novice low
students?
Hypothesis
articulatory features of speech production and ways in which to correct and enhance their oral
production. They will gradually be introduced to the basic linguistic terminology of articulatory
phonetics.
Definition of Terms
Phonics refers to instructional practices that emphasize how spellings are related to
Phonics instruction as defined by Stahl (2001) is any approach utilized by the teacher,
Whole language instruction implies child centered reading instruction using the top-
Decoding is the ability to analyze graphic symbols of a familiar language to ascertain the
Phonemes are according to the National Reading Panel (2000 the smallest units
constituting spoken language. Snow, Burns, and Griffin (1998) define phonemes as the speech
Research Design
comparative study.
Sample
The sample of the study embodies 91 students, ages 12 to 14 with 53 girls and 38 boys
(7th and 8th graders). Most of my students heritage was Caucasian American, however within my
classes I welcomed African-American and Hispanic students (mostly from Mexico), students
with Asian ancestry (Filipino and Indian) as well as students with Barkanic background
(Albanian). My classes are ethnically, culturally diverse due to the varied array of ethnicities and
cultures presented as well linguistically diverse, as I have students in my classes that already
spoke two different languages and two different dialects while enrolled in a language class.
Socio-economically, most of my students from coming from low socioeconomic statuses as one
can see from the percentage of students that benefit of free lunch.
Instrumentation
This course designed to meet the needs of learners in first year of French, can be used with
novice intermediate learners who are continuing instruction in a new classroom setting or with a
new instructor and even for adult learners. The objective of this particular scheme of work is to
enable students to acquire the invaluable skill of pronunciation by enabling pupils to make
sound-spelling links in the target language and therefore be able to read anything they see as well
The scheme of work presented here encompasses 25 lessons, containing an area of study, a key
sound of the lesson to be progressively introduced, key vocabulary enclosing carefully chosen
words such as cognates or high frequency words, phonetics transcription of the vocabulary list of
the lesson as well as a teaching strategy section. Data will be to collected daily though mini
Procedures
provide to all my students, with various learning styles and needs, easily disengaged, active and
often stressed, a platform where they can successfully be involved in the learning process,
actively involved in the education curriculum and embedding this new knowledge in their long-
term memory. The intended outcome is for my learners to correctly and self-confidently
I envision that my teaching practice will be enriched through the implementation of the synthetic
phonics method which is an accelerated phonics approach strategy composed of 25,ten minutes
mini-lessons aiming to unfold during regular class period, at the beginning of each class,
following a specific instructional target. Through this novel strategy, my students will gradually
be exposed to In general, the pronunciation problems that English students face can be
summarized as French language rhythm problems, correctly accented syllable, skills which if are
incorrectly acquired can results in an imbalance in the rhythmic and melodic pattern of the
of the stamp of the unaccented vowel. I envision that following the implementation of my
instructional program, my students will be able to understand more text containing unfamiliar
language, be more confident in speaking and reading out loud in the foreign language, and
become more autonomous learners who are able to make links between words and apply
patterns.
References
Piguet E.2001, Effects of phonetic/phonics instruction on reading pronunciation (French level I).
Adams, M.J. 1990. Beginning to Read: Thinking and Learning about Print
Anderson, N.1990. Exploring second language reading: issues and strategies. Heinle & Heinle
Kondo, K. 1999. Motivating bilingual and semi bilingual university students of Japanese: An
analysis of language learning persistence and intensity among students from immigrant
Yopp, H.K. 1988.The validity and reliability of phonemic awareness tests. Reading Research
Artifact A1 enclosed a comprehensive yet detailed lesson work scheme plan that will unfold
throughout 12 weeks of instruction. This learning segment encompasses for each lesson a central
area of the lesson, a key sound spelling link, key vocabulary, phonics, teaching strategies and
resources and a section for other comments which can be used to adjust instruction according to
the needs of the child. Each lesson unfolds over a period of 10 minutes.
9t T th Tl - TV
Titre - title Tiger who came
THIERRY Terrible - to tea story book
dreadful Alouette (song)
Th - tea
Thtre -
theatre
Cathdrale -
cathedral
Carotte -
carrot
Batterie -
drums
Maths -
maths
10 ou ou Loup - wolf
Chou - Coucou hibou
LILOU cabbage song (youtube)
Douche - Loup y es-tu?
shower (song)
Coucou Savez-vous
hibou planter les
cuckoo owl choux? (song)
Kangourou -
kangaroo
Souris -
mouse
Couteau -
knife
Poubelle -
bin
Poupe
doll
11 u Pull -
U ue jumper Au Clair de la
LUCIE Rue - road lune (song)
Jus - juice Une poule sur un
Lune - moon mur (song)
Plume -
feather
but* - goal
Sucre -
sugar
Bulle -
bubble
salut hi
12 Frre pre
mre La gupe rhyme
ADELE Er (last brother dad Tongue twister
syllable) mum Pomme, poire,
Rgle - ruler pche, abricot
ai Flche - [e] [] [] quizlet
arrow
Fte - party
Pche
fishing
/peach
Crpe -
pancake
Vrai - true
Lait - milk
Balai - brush
13 on On Ballon - ball
om Lion - lion Le lion est mort
MANON Pont - ce soir (song)
bridge Une histoire
Cochon - sombre (song)
pig Lon le
Bonbon - camlon (song)
sweet Sur le pont
Savon - soap d'Avignon (song)
Compas -
compass
Trompette -
trumpet
Pompiers -
firemen
14 an An en France
Am Franais Jean Petit qui
LAURENT em France danse (song)
French Vive le vent
Blanc - (song)
white
Gant - glove
Maman -
mummy
Champion -
champion
Trente - 30
Vent - wind
Dent - tooth
enfant -
child
15 in In ain Vin - wine Dictation
Ein Singe - Knowmia je ne
ALAIN Im aim monkey suis pas un saint
Insecte -
insect Poem
Pain - bread Carnaval, cest
Main - hand demain
Train - train Mon cousin
Important valentin rhyme
important Un petit
faim - bonhomme au
hungry bout du chemin
ceinture (song)
belt Le petit lapin
(song)
Dans la ferme de
Mathurin (song)
16 Un Un um Brun -
brown
M Un one / a Dans le jungle
LEBRUN Lundi - (le lion est mort
Monday ce soir) (song)
Chacun -
each
Aucun -
none
Parfum -
perfume
17 oi oi Oie - goose
Roi - king Tongue twister
ANTOINE Trois - 3 Voici mon chat
Poire - pear story book
Etoile - star Ours brun dis-
Toilettes - moi story book
toilet Il tait une fois
Voiture - car tongue twister
Boisson - Tourne tourne
drink petit moulin -
Balanoire finger rhyme
swing Poisson un,
poisson deux -
storybook
18 Qu Que Chque -
qu cheque Frre Jacques -
QUENTIN K Banque - song
c bank
Quai -
platform
Paquet -
parcel
Quatre - 4
Romantique
- romantic
Raquette -
racket
Bibliothque
- library
Coca - coke
19 Ss S at Brosse
start brush Un lphant qui
SUZIE Ss Poisson - se balanait
fish (song)
Ce Saucisson - Les poissons
ci sausage sont assis
Franais - (rhyme)
french
Leon-
lesson
Garon -
boy
Citron -
lemon
Facile - easy
Glace ice
cream
20 s z S Gaz - gas
z Zro - 0 Mariage princier
ZELIE Onze - 11 - rhyme
Poison - Chre Elise -
poison song
Valise -
suitcase
Musique -
music
Oiseau -
bird
Bisou - kiss
Ciseaux
scissors
21 g j G Genou - Le bonhomme
J knee de neige - rhyme
JACQUES girafe - Il tait un petit
giraffe navire - song
gant - giant
plage -
beach
nuage -
cloud
bougie
candle
Jambe - leg
Jongle -
jungle
Jeu game
22 gn gn Agneau - Laraigne -
lamb rhyme
AGNES Souligner - Elle descend de
underline la montagne -
Gagner to song
win Sur le pont
Champagne d'Avignon - song
-champagne
Champignon
- mushroom
Campagne -
countryside
Montagne -
mountains
Espagne -
Spain
Allemagne
Germany
23 ille ill ille Fille - girl Hungry
Famille - caterpillar story
CAMILLE family book
Gorille - La chenille qui
gorilla fait des trous -
Billet - book
ticket Les papillons -
Papillon - colour rhyme
butterfly A lcole rhyme
Grenouille
frog
24 eille eille Abeille - bee Tongue twister
eil Soleil - sun Mon ami
MIREILLE Oreille - ear l'abeille - rhyme,
Marseille tongue twister
Bouteille -
bottle
Sommeil -
sleepy
25 ail ail ail - garlic Au chant de
aille taille - size l'alouette - song
MADAME paille -
CANAILLE straw
travail -
work
Versailles
pouvantail
fan
Artifact A2 enclosed a sample of a daily lesson plan that will unfold throughout 12 weeks of
instruction. Each lesson unfolds over a period of 10 minutes and employs a Power Point
presentation that has sound embedded into the presentation for an accurate pronunciation. The
multimedia file can be emailed to all the students in the group, so they can refer back to anytime
they wish to. The sample lesson plan contains 20 slides which are not entirely presented.
Slide 1:
[ah]
Slide 2
[ah] Anna
Slide 3 :
[ah]
Anna