La prise de conscience du systeme phonologique par de juenes enfants francophones en milieu scolaire (The Awareness of the Phonological System among Young French-Speaking Children in a School Environment). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 26.

Autor/in	Redard, Francoise
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	La prise de conscience du systeme phonologique par de juenes enfants francophones en milieu scolaire (The Awareness of the Phonological System among Young French-Speaking Children in a School Environment). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 26.
Quelle	(1976), (17 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aural Learning; Child Language; Discovery Learning; Discovery Processes; Elementary Education; French; Language Acquisition; Language Instruction; Language Processing; Language Research; Learning Activities; Learning Processes; Learning Theories; Linguistic Competence; Linguistic Performance; Perception; Phonics; Phonology; Psycholinguistics; Speech; Teaching Methods + Suchen Sie Ihr Suchwort? Baugestaltung; 'Children''s language'; Kindersprache; Entdeckendes Lernen; Elementarunterricht; Französisch; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Sprachforschung; Lernaktivität; Learning process; Lernprozess; Learning theory; Lerntheorie; Sprachkompetenz; Wahrnehmung; Fonologie; Psycholinguistik; Speaking; Sprechen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This is a report of a study conducted by a group of teachers to discover the extent to which students in the first three years of school were aware of the phonetic system of their native language (French) with emphasis on the means they used to analyze it. In the first year, the children discovered phonetic oppositions by touching their lips and teeth, watching their articulatory movements in a mirror, and drawing symbols to illustrate differences between sounds. The children in the second year began by recognizing minimal pairs. They were then led by their teacher to discover other sounds, including vowels. In this class also the children and the teacher devised diagrams to illustrate the sounds. The heuristic devices proposed by pupils in the third year, like those in the other two years, were to place their fingers on teeth or nose or throat and to use a mirror. By the end of the third year the children described in their own words the articulation of sounds; their definitions generally corresponded to an acoustic or articulatory reality. The advantages of pursuing such a discovery process were seen immediately in increased awareness among the children of the differences between oral and written language. It is hypothesized that such knowledge will help the student to learn a second language. Moreover, allowing the children to discover for themselves how their language functions has educative value in itself. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01