ACKNOWLEDGEMENTS
INTRODUCTION
CHAPTER 1. ENGLISH PRONUNCIATION AND FRENCH LEARNERS
1.1. The status of English pronunciation teaching in France
1.1.1. The place of pronunciation in EFL classes
1.1.2. Segments vs. suprasegments in EFL pronunciation teaching
1.2. Phonological difficulties for French speakers
1.2.1. Segmental difficulties and recurrent errors
1.2.2. Suprasegmental difficulties and recurrent errors
1.2.3. French vs. English: syllable- and stress-timing theory
1.3. Conclusion
CHAPTER 2. PHONOLOGY AND LANGUAGE ACQUISITION
2.1. Phonology and First Language Acquisition
2.1.1. Perception of English: from suprasegments to segments
2.1.2. Production of English segments and suprasegments
2.1.3. Conclusion: from L1 to L2
2.2. Phonology and L2 acquisition
2.2.1. Segmentals and L2 acquisition
2.2.2. Suprasegmentals and L2 acquisition
2.2.3. Comparative studies of L2 segmentals and suprasegmentals
2.3. Conclusion
CHAPTER 3. PILOT EXPERIMENT: OBJECTIVE AND PROCEDURE
3.1. Objective and hypothesis
3.2. Procedure
3.2.1. Subjects
3.2.2. Experimental procedure
3.2.3. Listener-judges and rating procedure
3.3. Summary
CHAPTER 4. RESULTS AND DISCUSSION
4.1. Between-groups design
4.1.1. Hypotheses
4.1.2. Results
4.2. Within-groups design
4.2.1. Hypotheses
4.2.2. Results
4.3. Discussion of the results
4.3.1. Between-groups: Hypotheses 1 and 2
4.3.2. Within-groups: Hypotheses 3 and 4
CHAPTER 5. CONCLUSION AND PERSPECTIVES FOR FURTHER RESEARCH
5.1. Conclusion
5.2. Future work
REFERENCES
APPENDIX A: QUESTIONNAIRE OF SELECTION
APPENDIX B: FRENCH-SPEAKING SUBJECTS
APPENDIX C: STIMULI
APPENDIX D: INSTRUCTIONS FOR THE RATING TASK
APPENDIX E: SCORES