L’oralisation d’un texte écrit au service d’une prise de conscience des spécificités de l’oral : un continuum pour travailler la compétence interactionnelle et la phonétique

摘要

Since the 1950s, language didactics have given priority to spoken language and the latter is more relevant than ever (Ravazzolo et al., 2015, Abu Haidar and LLorca, 2016). And if writing has found its place in the communicative approach and the task-based approach, what about phonetics? In FLE textbooks, oral and written production skills as well as phonetics are often worked separately. The article proposes to question this partitioning. How to do oral with writing? And how does the confrontation between oral and written help to perfect the learning of phonetics? We invited FLE B1 learners to make a TV newscast about their city by following these steps: writing a monographed text on a city location, and then sharing two articles in the form of a dialogue that is then verbalized. A preparatory work of corrective phonetics is carried out on this written text before the oral interaction, the dialogued text is then learned and then played. This interactive oral presentation is followed by a formative feedback aimed at perfecting the learner's oral performance. A questionnaire revealed a positive return of the learners as to their appreciation of certain specificities of the oral, including certain phonetic dimensions and in particular the expressive intonation.