웹(web)기반 프랑스어 발음 학습자료 활용에 대한 대학생 학습자들의 인식 연구

Abstract

This study aims to develop a French pronunciation website based on constructive instruction design, online learning principles, and CMC (Computer Mediated Communication) interactions. This site is divided into three stages, in accordance with the 3P pronunciation teaching phases: a presentation stage, a practice stage, a production stage. In addition, questionnaires and face-to-face interview were conducted to investigate the usefulness of this approach. After a 10-week period, the results of the post-test showed a clear improvement in learners pronunciation. Comparison between the two test results illustrated that scores in reading passages showed a wider range of improvements compared to communicative assessment. This demonstrates the difficulty of attaining automatic use of learned pronunciation by means of learners conscious efforts. In that sense, the site was proven to be useful in learning suprasegmental features. Furthermore, questionnaires have demonstrated a positive effect on learners pronunciation, listening, and speaking ability. Improvement in listening was due to students being able to download, listen, and repeat native voices. Learners' speaking ability was also positively influenced by communicative tasks that integrated real encounters with online talking tools.