Foreign language (FL) listening comprehension and pronunciation skills both appeal to the mastery of the target language’s (TL) sounds and sound patterns. If learners encounter difficulties when listening to the TL, the amount of language that can serve as input for language learning decreases and they will also have limited opportunities to engage in oral communication in the TL. Much existing research explained FL listening and production challenges from a cognitive perspective (e.g. De Jong et al., 2012). Previous studies also showed that activities raising learners’ awareness of TL sound patterns benefit perception and production (e.g., Bradlow et al., 1997; Tsang, 2019). Research findings on TL sound pattern difficulties and phonics instruction however appear to percolate only slowly and limitedly into educational practice. We explore this gap between research and classroom practice. Taking the productive and perceptive difficulties encountered by Dutch secondary school pupils learning French as a starting point (Brand & Berns, 2023), we further complete the picture by questionnaire results with pupils' (n=116) and teachers’ (n=22) perspectives. Our findings confirm the segregated nature of listening comprehension and pronunciation teaching, which seems to directly impact learners’ lack of confidence when producing and listening to word chains. We further discuss the adequacy of textbook listening and speaking activities, the usefulness of attention for sounds and features for various learner groups, the perceived possibilities and limitations for the curriculum. The outcomes are based on the French language classroom, but will also be considered in the light of FL learning in general.

Authors:
Janine Berns, Radboud University, Netherlands
Sophie Brand, Radboud University, Netherlands

About the Presenter(s)
Dr Janine Berns is a University Assistant Professor/Lecturer at Radboud University in Netherlands

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