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Enseignement de la prononciation dans le cadre du Programme d’intégration linguistique des immigrants : la perspective des immigrants adultes quant à leurs besoins et leur autonomie

Title:

Enseignement de la prononciation dans le cadre du Programme d’intégration linguistique des immigrants : la perspective des immigrants adultes quant à leurs besoins et leur autonomie

Bibeau, Geneviève (2023) Enseignement de la prononciation dans le cadre du Programme d’intégration linguistique des immigrants : la perspective des immigrants adultes quant à leurs besoins et leur autonomie. Masters thesis, Concordia University.

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Abstract

Si l’acquisition de la prononciation d’une langue seconde implique des défis propres aux apprenants adultes (DeKeyser, 2012), chez les personnes immigrantes, les enjeux liés à la prononciation dépassent largement la salle de classe et touchent leur intégration sociale, économique et culturelle (Simpson et Whiteside, 2015). Au Québec, le Programme d’intégration linguistique des immigrants (PILI) vise à fournir aux personnes immigrantes non francophones les moyens d’acquérir, entre autres, les compétences langagières nécessaires à l'obtention d'un emploi ou à la poursuite des études (MIFI, 2022), mais c’est une large majorité d’apprenants qui s’arrêtent en cours de programme (Vérificateur général du Québec, 2017).
Cette étude à méthodes mixtes s’intéresse à la perspective des apprenants du PILI. Elle a pour but d’examiner l’adéquation entre (1) les enseignements reçus en matière de prononciation, (2) leurs besoins dans ce domaine après la francisation et (3) leur capacité à poursuivre ces apprentissages de manière autonome. Les participants (N=68) ont répondu à un sondage conçu sur mesure et participé à des entrevues semi-dirigées, lesquelles ont permis d’explorer davantage leur perspective. Les résultats corroborent ceux de Beaulieu et al. (2021), en montrant un certain écart entre les enseignements et les besoins dans la vie réelle, puisque la plupart des apprenants ressentent le besoin d’améliorer leur prononciation après la francisation. Ils révèlent également une corrélation positive entre la variété des enseignements reçus en prononciation et l’autonomie exercée après le programme. La nécessité pour ces personnes de continuer leurs apprentissages de la prononciation de manière autodidacte milite en faveur d’enseignements qui cultivent explicitement leur autonomie à cet égard.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Bibeau, Geneviève
Institution:Concordia University
Degree Name:M.A.
Program:Education
Date:1 April 2023
Thesis Supervisor(s):Cardoso, Walcir
Keywords:autonomie; immigrants; français langue seconde; Programme d’intégration linguistique des immigrants; prononciation;L2 French; automatic speech recognition (ASR); text-to-speech synthesis (TTS); intelligent personal assistants (IPA); L2 pronunciation; self-directed learning; autonomy.
ID Code:991924
Deposited By: Geneviève Bibeau
Deposited On:21 Jun 2023 14:13
Last Modified:21 Jun 2023 14:13

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