Pronunciation Learning in French Coursebook Level A1

Anna Maura Aulia Rambe, Myrna Laksman-Huntley

Abstract


For someone learning a new language, mastery of pronunciation is essential to ensure effective communication and avoid misunderstandings. To aid the systematic measurement and development of foreign language skills, a standard to categorize a person's language skills is necessary, as CEFR does in Europe. This categorization opens up commercial opportunities for publishing houses to publish method book collections. Learners of A1 are expected to be able to distinguish the sounds of French. This study aims to see the suitability of pronunciation teaching in coursebooks with the CEFR using qualitative method with literature study as data collection technique. To see the suitability between the teaching and CEFR, Desmons et al's (2005) theory of French language teaching was used. This study found that Édito can best help learners distinguish sounds in French which is the learning target of A1.1 pronunciation. However, the best coursebook does not necessarily produce learners with the best pronunciation. Learning motivation also does not always lead to better results. The teacher, the duration of teaching hours, the focus of learning, and practice outside the classroom affect the learners' success in distinguishing and realizing sounds.


Keywords


Pronunciation; French; coursebook; teaching hour; level A1

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References


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DOI: https://doi.org/10.17509/bs_jpbsp.v25i2.88768

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