Teaching French Phonetics in a Digital Language Lab

Abstract

This chapter evaluates the pedagogical significance of a digital language lab as part of a university course in French phonetics. Based on both quantitative and qualitative evidence, it argues that a computer-assisted context can have positive effects on students’ mastery of phonetic structures, as well as their overall engagement with the instructional process. Using empirical data from a set of controlled readings, the authors demonstrate that measurable progress was made by participants in their use of two targeted phenomena; unstable e and resyllabification. Furthermore, these conclusions are reinforced by feedback from a focus group that explored students’ perceptions about how the learning environment contributed to their mastery of course content and classroom technology. While the intrinsic case study format used does not allow for general conclusions regarding correlations between instructional technologies and learning outcomes, it is hoped that the investigation will serve as a productive framework for future research.

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