A Study of the effectiveness of teaching French pronunciation to
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A Study of the effectiveness of teaching French pronunciation to
University of Massachusetts - Amherst ScholarWorks@UMass Amherst Masters Theses 1896 - February 2014 Dissertations and Theses 1936 A Study of the effectiveness of teaching French pronunciation to young pupils by means of the phonetic symbols of the International Phonetic Alphabet and by direct imitation Ione K. Flower University of Massachusetts Amherst Follow this and additional works at: http://scholarworks.umass.edu/theses Flower, Ione K., "A Study of the effectiveness of teaching French pronunciation to young pupils by means of the phonetic symbols of the International Phonetic Alphabet and by direct imitation" (). Masters Theses 1896 - February 2014. Paper 1512. http://scholarworks.umass.edu/theses/1512 This Open Access is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. MASSACHUSETTS STATE COLLEGE DATE DUE UNIV. OF MASSACHUSETTS/AMHERST LIBRARY LD 3234 M268 1936 F644 cop. 2 A Study of the Effectiveness o f Teaching French Pronunciation t o Young Pupils by means of the Phonetic Symbols of the International Phonetic Alphabet and Direct by Imitation lone K.Flower Thesis Submitted for Degree of Master of Science Massachusetts State College Amherst Massachusetts June 1936 C0KTS1TTS Introduction Page Review of Literature 1 7 Procedure Conditions 24 The Experiment 35 Treatment of Data 53 Summary 68 Appendix II Y A Tine Difference Vignettes de Klle.&isa 70 74 Bibliography 102 Acknowledgments 105 III7RQDTTCTT0N At the beginning of the present writer's teaching experience in Indiana University, she was not left to her own devices as to teaching French pronunciation to Freshman students. She was required to teach the French sounds of the In- ternational Phonetic Alphabet, the physiological position of vocal organs producing these sounds, and lists of French words illustrating such sounds in conventional spellings. This study was intensive, covering the six beginning weeks of the first semester. At the end of this period, certain desirable results were apparent* the procedure had reduced French pronunciation students felt no to such a graphic and logical system that inhibiting fear of foreign sounds of speech; they were able manner to read passages of phonetic transcription in such a as to be readily comprehensible to a listener understanding of the French, altho the students themselves were ignorant various poorly grasped pronunciations which years meaning j for the teachof study by imitation had failed to elucidate of underlying er herself, were explained by the exposition the* , became a mainPhonetics principles involved. stay in this teacher's instruction method : that is , a symbols of the Inteaching of pronunciation by means of the combinations ternational Phonetic Alphabet and the letter these symbols. producing the various sounds represented by 2 At first consideration, the concept appears too abstruse for other than adult minds; for immature ones it would , seem to present elements of possible confusion. Therefore, when a later teaching experience brought the writer into contact with the pupils of elementary grades in a private school •she did not contemplate the possibility of using "phonetics* in teaching French pronunciation. She relied on the "Imitat- ion Method", trusting that her young pupils would imitate her pronunciation of French words. The trust was fated to disappointment. The children were untrained to listen to speechsounds ;they did not hear accurately what was Raid, and so were refailed to imitate, altho usually they believed they presented peating the teacher's pronunciation. 3ome letters imitalittle difficulty, while others presented impossible the nasals were tion J the vowel £ always fared uncertainly; matter of usually failures; consonant pronunciations were a repeat pronunchance. It is unreasonable to expect pupils to differentiations ciations which they do not hear, to utter distinguish by ear. It of speech which they are unable to became evident that imitation was not reliable. When one baffled little pupil exclaimed , "If I could could say it rig^t" , the writer see the pronunciation, I symbols of the I.P.A. began to wonder whether the use of the minds. Tentatively, would be possible in teaching immature between the four nasal in the effort to show extinctions children the four sounds , she taught to a group of young various vowelphonetic symbols,^, C«,L^^J. and the 3 consonant combinations producing each nasal; she then Bhowed the effect of nn , of mm , and of a vowel following th* com- bination. This exposition required time, repetition, frequent "nasal sound hunts", examples of the vowel- consonant combinations as nasals, examples of the same as not nasals. Across the top of a sheet of paper, these pupils wrote the four symbols, always in a scale order t lSJ , E^J , iJ J; the teacher read from an easy French text. At first it was necessary to stress the nasal sounds so that the pupils took note in order to decide , by the sound, under which phonetic symbol the word in question should be written Soon, the children . distinguished between the four nasals, not only by sound, but by a knowledge of the composition of each nasal. This ear- and eye- training certainly re- quired time; however enjoyed the " , it was not difficult, and the pupils sound hunts ». Eventually the teacher seldom heaida mispronounced nasal in that group of pupils . It is evident that the sounds of all thirty-six symtaught bols of the International Phonetic Alphabet cannot be simultaneously. Selection is necessary, progress from the familiar, as represented by the approximately same articulFrench; ation in English, to the less familiar sounds of the include lists of examples are necessary, and these should the new only sounds already learned in combination with illustrates. sound in process of assimilation which each list 4 In order to present this step by step progression, the writer prepared a Manual of French Sounds which formed the outline of study during eight months for those pupils desig- nated in this experiment as the "Phonetic Group. Various reasons beyond the teacher' s control * prevented her from developing the method with another group of pupils of a corresponding grade level. They were taught by the "Imitation method • and form, in this report, a contrast- ing group, the "Non-phonetic". At first there was no defin- was superite belief in the teacher's mind that one method ior to the other. "Phonetics " were employed in an attempt French by young to better unsatisfactory pronunciation of group was pupils. In the course of time the experimental producing more satisfactory results than these obtained by The two groups the group instructed by the imitation method. pronunpresented the elements of an experiment in method of ciation instruction. experimental As the teacher came to understand the words of Prof. aspect of her teaching, she sought, in the matters that light from recognised sources on Coleman, "Phonetic Method « give trouble." Articles discussing the who, like the writer, abound; they are written by teachers results of the new have experimented, and recorded the been attained in method. These results, however , have students. In an attempt classes of high-school and college experiment adapted to the to find some account of such an various in teaching of young pupils, the writer addressed - College of quiries to recognised sources, such as Teachers' AssocColumbia, Middlebnry College, the National Educational iation in Washington , the Modern Language Association in no account was Chicago. Invariably the reply came back that then seemed known of any experiment of such a nature. It the Phonetic worth while, in order to form some estimate of to evaluate the Method as a device for subsequent teaching, instruction which results of the two manners of pronunciation pupils. These teacher had followed with two groups of this it would then results once definitely fixed for examination, method produced rebe possible to decide whether this new nature as those sults with young pupils of as satisfactory recorded in the case of older students. 6 REVIEW OF LITERATURE The Unas "phonetic method " nnd "phonetics* are used words in this experiment in the sense usually attached to the in pronunciation -method discussion! that is speech-sounds are represented by devised characters or letters or symbols, irrespective of what may be the conventional spellings of those sounds. In view of the fact that speech-sounds are eoiamon to several modern languages, it was possible for a group of scholars, interested in the teaching of foreign-language pronunciation, to arrange an alphabet of characters or seversymbols representing speech-sounds, those common to al languages , and those particular to some one language. AlphaTnis alphabet is known as the International Phonetic sounds of bet, Its symbols are said to represent the speechIN TEACHING some 400 languages( THE USE 0? PHONETIC SYKBOLS Review, FRENCH PROimTCI ATT ON , by Anna W.Ballard in School symbols varies Dec. 1920,Vol.5,p.l35). The number of these kind of speechfrom language to language, as the number and French, whida sounds vary. English has a greater number than recognizable sounds of is composed of thirty-six distinctly speech. sound always Each symbol represents a certain speechmatter how spelled the same, no matter in what language, no symbols are written by the letters of that language. These some are as letters, mostly Latin :m,s,f,ifO,uf differentiated by slight irregulatities of formation: -d two are copied from the Greek ; from the Danish "a- c& $ ets^ J » J to , • : J& i : y , « ; =>_* £. i one comes some borrow diacritical marks t I % These symbols are enclosed in square brackIt must distinguish them as p honeti c symbols. remembered that they represent sound, not spelling, always pitch. just as notes on a staff of music represent Various symbols occur in several languages : CsJ 03 , L63 . t [XJ » from lanThe spellings of such sounds may differ the other hand, has guage to language? every language, on the theta sound of Engits own particular speech sounds— from the French; the naslish, Spanish, German, but absent al sounds of French and Portugese. I.P.A. symbols are reThe sounds represented by these and combinations of presented in French by various letters symbol may represent a sound letters, with the result that a the sound of mais , spelled variously ICnwffJ, representing mets .Therefore it is necessary (je) mets , (il)met , (le.) the symbol together with the not only to learn the sound of recognize manner of production, but also to physiological inversely , to assoc*hat letters produce that sound; and , portrayed by the symbols. iate with such letters the sounds means of the IntemaWhen pronunciation is taught by understood in respect to physionational Phonetic Alphabet, with instruction as to convenlogical production, together the method employed is tional spellings of these symbols, 8 organized "body of inthe Phonetic Method. It comprises an struction which pupils may investigate independently of the teacher' s constant attentance • The Imitation Method consists in an attempt on the part students to imitate the pronunciation of the teacher, of some visiting speaker , or of some recording machine. It trusts to the aural apprehension of the foreign speech and the vocal reproduction thereof "by the student . 9 a state of confusion For some years there has existed he the objective in French among teachers as to what should one point is there any unanimlanguage instruction. On only which Coleman states is , -the ability of pinion as to aim, fair degree of accuracy" (EX ity to pronounce French with a LANG-WAGE TEACHING ,by Prof. PERIMENT3 AMD STUDIPS IK MODERN Chicago ?ress,Chicago ,1924, Algernon Coleman. University of pronunciation is now generally p.13.) -The value of a good is the aim. But there ability conceded whenever speaking merely the need of a good pronunciai8 a deeper need than The sense. understood tion in order to make ourselves upon understanding, of a *ord depends and consequently the even if it is pronounced only its correct pronunciation, find that the student As a proof of this we B entally soon as the teacher pronounces often gets the meaning as even unHence, pronouncing properly correctly word the meaning of many words sown .ords is possible and the and will has heard pronounced, can which he [t*e student] properly. Or to they are pronounced oe called up again when aural impsychology, pronunciationexpress it in terms of means of forming associapressions- serves as an added cases the meanings in those up call images tions. Sound MODERN (METHOD* OF TEACHING fail' . fUFTHODS associations other where inkers, V*T* chin. World Book Co.. Hands Ch.H. ,by LANGUAGES 1925, pp . 89 and 90.) 10 in the opinion "But scholars seem to he unanimous use the spoken language that whether or not pupils are to acquire a sound knowledge or in after life, they can never of a foreign speech unless they pro- delicate appreciation nounce it correctly. If this were not the case, the task of the teacher of no attention need French would he greatly simplified, for complicated part of it, be given to the most difficult and the teaching of pronunciation." MB M OF Wfc*E*f<5S I* in School Review, TRACHISG SOTSKBTAftV FHTJfCH.by E.B.Babobck Nov. 1913, Vol.21, p. 608.) quotes (p.609) Oeorge In the same article the author study of pronunciation inHempl, who devoted years to the fact - It is a well known psychological struction methods t in pronouncing a word fixes that the mental activity involved processes infirmly in the mind than do the it much more it. It is therefore true volved in simply seeing and hearing use of a language, even when economy to practice the oral of a power to read." primary aim be but the acquisition the to and pedagogically sound -It is both psychologically through a mwtery of the proobtain this reading ability and form* of the language, nunciation ,and of the vocabulary fix written practice is needed to and much oral, aural and A*> pronunciation, vocabulary and forms." TKAO^, by Prof. Algernon Coleman, XB8 IH KODKRN LA^AOF. Chicago,1^4, p/>0.) University of Chicago Press, M»M 11 Altho the unanimity of opinion as to the deFirability of a good pronunciation seems "well established at present, it appears to he neither long-standing nor effective in re- sults." The teaching of an accurate pronunciation in a for- eign language is comparatively new in this country.** (TTS TKACHIHG 07 K0E3RTI FOREIGN LANGUAGES, hy Samuel H.'axman, Educational Review, Vol. 50, p. »2. ) This statement , writ- holds ten in 1315 hy a language teacher of Boston University, have been a suggestion of promise which does not appear to the fulfilled hy 1931, when Coleman reports in the words of attention." Committee of Twelve, "Pronunciation receives scant (TiE TEACHING OF MODERN FOREIGN LANGUAGES in TSfJ WITS® p. 14^). STATUS, by Algernon Coleman, Kacmillan Co., H*Y. 1971, language teaching In further comment u,>on the modern foreign analyses correctstatus in this country this report perhaps in accurate pronunly the cause for the slow progress made (p.l?9 ) "In order to ciation instruction. The report sa; s, must be taken gain the necessary time the foreign language up earlier Until we are willing greatly to lengthen part of our children's educthe time given to the linguistic idea of a full and wellation, we shall have to renounce the rounded knowledge of French and German " time refer- courses of two-years durred to is that devoted to French in analysis is restated a ation in high-school curricula. This teaching of modern foryear later in another report on the the foreign lan"The oral and aural use of : eign languages j ) ) 12 time guages, scarcely known In the American schools at the the present requirements [for College Board Examinations parwere adopted, now come to play a highly important role, students ticularly in the better class of schools which send to the Board examinations b Any revision , approaching more nearly the suc- of foreign cessful procedure and results of the best schools of time countries will make it imperative that the amount granted. asked for modern languages in this report be While the conditions and exigencies of the American schools, neverschool are not similar to those of foreign demand for the more theless there has always been a distinct language work tangible results that characterise the foreign England, and France." of the best schools of Denmark, Germany, OF THE SECON(SECONDARY EDUCATION BOARD {REPORT OF A STUDY DARY CURRICULUM, 1922, Milton, Mass. , p. 101. the desirable What is this foreign language programme American foreign languresults of which are lacking in our " those schools age work t The report explains (p.102 ) foreign language study a have not hesitated to provide for than is the case in our Ammuch more liberal amount of time nine consecutive years are deerican schools. In many cases or other foreign languages." voted to the study of English made of teaching Germany the experiment is being »Xb OF MOD- kindergarten."^, TEACHING foreign languages in the M.Waxman. Educational Review, ERN FOREIGN LANGUAGES ,by Samuel 1915, Vol. 50, p. 84. ) 13 There appears to he no lack of appreciation of the psychological and pedagogical reasons for *uch a procedure. "It is an established fact that young children possess a faeulty for acquisition of language which is weakened in adolescence, even in those children in whom the study of other languages besides their own has tended to maintain it; this faculty may have completely disappeared in adolescents who have never learned any language besides their mother tongue. The present-day scheme of education in America takes no ac- count of these well-known facts, and regularly postpones the study of modern languages to an age when the language -acquiring faculty is greatly weakened or completely atrophied inthe majority of pupils, and when the gifted minority can learn to master the language only with undue expenditure of work and a great waste of ti»e."( gHI USE OF PHONETICS IN TEACHING FRENCH, by C.J.Cipriane, School Review, 1912, Vol. 20, p, 516.) "In direct ratio as a child ages, the more difficult be- comes the acquisition of new sounds because the muscles of tie vocal organs are not as flexible and the assimilation faculty is weaker "(THE TEACHING OF MODERN FOREIGN LANGUAGES , by Samuel li.Waxman, Educational Review,1915,Vol.50,p.84. The desirable results in foreign language work obtained period of in European schools are due not wholly to a longer .Rosset, study but in part to method of study and instruction the stuwhose concern is with method, is quoted thus; "Of all certainly the dents of Teutonic origin who learn Frenoh, it is difficulties, Germans who, in spite of more numerous and greater both teachers succeed most quickly in speaking correctly because ) ) 14 and pupils have received a theoretical and practical phonetic education." (THE USE OF PHONETICS XI TBAGHXW5 FRENCH, by E.3. Babcock, School Review, 1913, Vol.21,p,617. "The activities of French phoneticians for more than a generation past in adopting phonetic alphabets to teach pronunciation have been reflected in this country and in Bngland... "France, the classical land of experimental phonetics, con- tinues to be prolific in efforts to creat a sharply standardized form of instruction in the fields of articulation and syl- labication, and French manuals for these are not lacking. .. .It is worthy of note, however, that also in Germany in very recent years [1934] there is recognition of the necessity for carefully systematized books devoted especially to guiding the foreigner to a standardized pronunciation by means of a rational, pedagogi- cal procedure. In America it is mostly teachers of French who show an active interest in devices for training in pronunciation. (KXPERIMEHTS AND STUDIES IN MODERN LANGUAGE TEACHING, by Algernon Coleraan 9 University of Chicago PreBS, Chicago, 1934, p. 17. This interest is echoed and re-echoed. In this report of experiments, Coleman remarks( p .17. } :"The interest in phone- tics has continued to be an out-standing feature of modern lan- guage methodology during recent years." (jL9?ll " • • • - 7o U8 * a phonetic alphabet, or not to use it, still remains a question of lively discussion in pamphlet and periodical." The report of the Secondary Curriculum speaks impartially of phonetics as a teaching device, but it insists that the " teacher be equipped with a thorough knowledge of £ . ) 15 teachthe science of phonetics whatever nay be his method of :RE?ORT OF A ing prommciation" ( SECONDARY EDUCATION BOARD ,p.l2C ) STUDY OF THE SECONDARY CURRICULUM, 19 ?4, Milton, Mass. the use Other writers stress the educational advantages in some phonetics of phonetics for the -pupil. "We want to have has convinintroduced into our schools because the theory that by means of ced us, and experiment has proved to us, certainty and in this science we can, with decidedly greater an absolutely better pronunan assentially easier way, give time than would be possible ciation in a much shorter space of FOREIGN LANGU^B.hy O.Jeswithout phonetics." (HOT TO TEACH A Danish, Macmillan person, translation from the original Co., 1904, p. 142.) the education value "There can he no question but that greatly enhanced by the use of the ^tudy of French will be classes. It cannot fail to foster of phonetics in elementary true precision and accuracy. If it is in the pupils habits of must first observe, then comthat the student of language phonetic method will conclusions,our pare, and finally draw him. The hit-or-miss method furnish excellent training for harm pronunciation does positive that is often used to teach that will teach them L students] to the listener. Phonetics an with sounds .not letters, in languages we are dealing USE OF PHONEbe new to them."(THE probably will that idea School FRENCH, by E.B.Babcook. ELEMENTARY TEACHING IN TICS Review, 1923, Vol. 21, p. 616. ) 16 This appreciation of the value of phonetic* to impress the student with the importance of sound in language study finds expression in other writers, "Language and sound must go together, and the ear is an indispensable aid to the eye." (TTF. USR 0? PHWCSTICS IN TRACKING SirKSNTARY FRKNCH, by E.B. Sabcook, school Review, Vol.f>l,p.608. 3ovee expands this same idea at some length. "The object of the phonetic training which the student receives is two-fold slst , the acquisition of a good pronunciation;2nd, and by no means the least important, the learning of the written values of the various sounds with a view to establishing finally such an exact relation between the spoken and the written word that the sound will very nearly indicate the correct spelling. This second result of the phonetic training buildhas been found to be a very definite aid in vocabulary the ear through ing. For by constantly developing the memory of attained continual oral drill, a degree of efficiency is ei-iily rewhereby not only words but whole sentences are very great speed The result is a combination which produces tained. with unusual accurin the acquisition of vocabulary coupled acy in spelling. we have developed "By constantly appealing to the ear that the sound is the memory of the ear to such an extent easily retained." ( ti&M #BSO&n*i TRACING IN M TTTV^SI- Review, Vol.?2,p.679.) TY HIGH SCHOOL, by A.G. Bovee, School lanhis very earnest writing about foreign Coleman, in ) 17 same point; guage teaching in the United States dwells on the we wish to impart a good pronunciation, we must ac«jf sounds are quaint out pupils with the way in which foreign vocal ormade and must exercise systematically both their ( SECONDARY gans and their ears until the goal is reached." SECONDARY CURRICUEDUCATION BOARD :RE?ORT OF A STUDY OF THE LUM, Milton, Mass., p. 235.) method as Other writers feel the value of the phonetic he pardoned if we feel cona scientific procedure. "We may treating French provinced that the modem scientific way of to the old-fashioned nunciation is in every respect superior THE TEACHING- OF combination of guess work and error." (ON School Review,Vol.22, FRENCH PRONUNCIATION, by ?. H. Churchman, involves nothing more terrifying p. 546.) "The new method facts than an accurate analysis of the - decides Church- teacher agrees, finding man. With his conclusion another of learning a foreign pronunciathat «.... this hard work scientific method." (r* USE can be simplified by the tion C.J.Cipriani, School Review, Vol. OF PHONETICS IN FRENCH, by 20, p. 516.) language is then both a science "The pronunciation of a be phonetics pronunciation can and an art. By means of • THE more accurately. . • " ( learned and efficiently taught more LANGUAGES , by Samuel K.-axman. TEACHING OF MODERN FOREIGN Educational Review, Vol. 50, p. 84. to phonetic training appeals Still another aspect of 18 written extensively on this method. Miss Anna Ballard who has present writer's Her enthusiasm is constant, hut not, in the She experience, are the results she records overstated. own says, in part : "But what are we to do about French ? My only of teaching that answer is phonetics. There is an easy way pronunciation. As far as I know, difficult subject of French good results for the whole it is the only way to produce the correct pronunciation of class. Each sound is taught by in which it is easy to pronounce a word containing it, a word METHOD AND ITS APPLICAthat sound correctly." f*tt Anna Ballard, Educational ReTION IN AFRICAN SCHOOLS, by stresses (p.453 ) a further point view, Vol.51,p.451.) She experience of the present completely in accord with the reaction to this method, -he writer in regard to pupils' pronunciation is little short of rapid improvement in their to dilit is a fresh incentive marvelous; their pleasure in that depends. From the moment igent practice. On that all their pronunciatext, pupils study they open the phonetic tion at home." meconsideration of the phonetic After some lengthy modem language a series sf.dy of in Handsohin. thod . .sine In vis. of the conclusions, teaching. sums up his ta*e teachers in eerrice to counsel would „f phonetics, we XHK. L«(METHODS F TEACHIKG study." the an interest in venders. ».Y. *orld Boo* Co.. Ch.H.Handechin. by M. 19 an. ther teacher sets forth his 1923, p. 93.) In more detail method : reasons for using the phonetic not give satisfac* 1. The old v/ay of teaching does tory results « 2. . of the teacher Here imitation of the pronunciation is not sufficient. « 3. The only way in which the correct pronunciation explanation of the formation of the can he taught is by an sounds of French. « 4. combinations of Much time is saved by shoeing the script, in the beginning. these sounds in speech by phonetic teaching of pronun« 5 . The educational value of the is very great." (THE tISB OP ciation by the use of phonetics FRENCH, by E.B.3ABC0CE , in PHONETICS IN TEACHING ELEMENTARY School Review, Vol.21 ,p.617.) ' view of such favorable exWhy then, one may ask, in is that method so restrictposition of the phonetic method, of Kr. may be found in the words ed in use. One explanation new we to accept anything Babcock * And yet so loath are the pracin Germany and France, that,inspite of extensive use slow teaching has received but tical value of phonetics in OF PHONETICS IN in America.- (THE HSE recognition Review, by E.B.Babcock, School FRENCH, ELEMENTARY TEACHING Vol. 21, p. 610.) -ore prohibitive than There may he another reason teaching of proto change. The disinclination natural ere B 20 time at the benunciation by the phonetic method requires slowing up an approach of the study, thus apparently ginning itself, since students usualto the study of the language expense of speech. But this ly seek a reading ability at the of the fundamendelay in order to acquire an understanding made up, thanks to the tals of foreign pronunciation is soon vocabulary more thoroughly by aural mem- ability to acquire ory. However , is reat the beginning, time, plenty of time, Palmer, in his exquired for phonetic exposition and drill. recommends that "the cellent volume on foreign language work, duration of at least one first, or elementary stage, of the with all writbe devoted to ear and speech training term TIE BOXnTZnO ten material in phonetic transcription. ( Harold E.Palmer, World STUDY AND TEACHING OF LANGUAGES, by Furthermore, he proBook Co., Yonkers, N.Y. 1917, p.138.) minimum of two years poses (p.197): "We would expect that a use of the phonetic transhould be accorded to the exclusive scription." Two years many American echocle But the whole French course In WOD(EXJT^IWEKTS MD STTPTSS consist, of hut two years VniTereiProf. Algernon Coleman, EKM LUKWMB TEACHING , hy and IS.) Thl. con1034. of Chicago Prese, Chicago, consideration hy the Committee dition is fuily taken into In discussCol«ma»,»h. writes of Twelve ae reported hy that the Committee recognises ing the -phonetic method procedure do not allow of this American school conditions * „ ».U 21 as practiced in Germany unless more time is allotted to the modern language course.- (THE TEACHING OF KODERN FOREIGN LANGUAGES IN THE UNITED STATES, by Algernon Coleman, i;acmillan Co., N.Y.1931,p.l30.) Advocates of the phonetic method realise that time is fundamenrequired to build-in this comprehension of phonetic together with tals. The actual presentation of the symbols, the explanation of the physiological manner of production of time. "After sounds represented, does not demand the extended pupils know six or seven lessons of fifteen minutes each, texts, " writes all the sounds and can begin their phonetic Teachers' College. Miss Ballard of her students of French in FRENCH, by A.V.Bal(THE USE OF PHONETIC SYM30L3 IN TEACHING Prof. Cole) lard, Modem Language Joumal,1920,Vol.5.p,136. to the teaching of the man devoted three periods of one hour PHOBSTIOf IN JUNIOR sounds and symbols of vowels. (PRACTICAL Vodern Language Journal, COLLEGE FRENCH, by Algernon Coleman, needed in the applicaVol.l ? p.l55.) The lengthened time is above • All the work done, as outlined tion of the system. will be comparativeCphonetic and physiological analysis! up by diligent repetition ly useless unless it is followed perleast 125 to 150 recitation and practice throughout at (p.200.). iods, "continues prof. Coleman the effectiveness of the Such are the opinions as to learning pronunciation. phonetic method as a device for point of view What of it from the teacher's ? j 22 They are •There la no magic in phonetics " an ex- tremely useful supplement to the physiological explanation..." (PRACTICAL PHONETICS IN JUNIOR COLLEGE FRENCH, sy Algernon Coleman, Modern Language Journal, Vol.1, pp.155 and 156. ) The "difficulty of teaching pronunciation with the aid of phonetic symbols has been greatly exaggerated....." asserts Hiss Ballard. "The method is simple, the results sure......" (THE USE OP PHONETIC SYMBOLS IK TEACHING FRENCH PFONTTfCIATION, by A .V* .3ALLARD » Modern Language Journal, Vol. 5, p. 137. "she "Let no teacher be afraid to use the phonetic alphabet, diffiurges. "This method of teaching pronunciation is more it decult than the old imitation process in the sense that his mands more time and thought of the teacher in planning presentation, as well as seeking light from recognised is certainsources on matters that give him troubles but it his intelligence and ly more interesting, as it appeals to IN JUNIOR exercises his ingenuity." (PRACTICAL PHONETICS Language JourCOLLEGE FRENCH, by Algernon Coleman, Modern nal, Vol. l,p. 200.) are the most Perhaps Miss Ballard and Prof. Coleman the use of prolific and enthusiastic writers advocating phonetics in pronunciation work ; certainly they leave no Comparunexamined as to practical application. and Imitation Methods, Miss ing the results of the Phonetic in classes of phonetic Ballard writes of her investigation in the case of pupils relyand non-phonetic training that, one-third of the class pronounces ing on imitation, "half or question 23 badly and has no hope of improvement." ( TEACHING FRENCH PRO- JourNUNCIATION BY PHONETICS, by A.W.Ballard, Modern Language nal, Vol.3 , p. 327.) And again , she asserts, In Interme- coupled diate French, those who have had phonetic training pronounce betwith practice in the use of symbols invariably ter than any one else . " ( THE USE OF PHONETIC SYMBOLS IN Ballard, Modern lanTEACHING FRENCH PRONUNCIATION, by A.W. guage Journal, Vol.5, p. 137.) writers have formed their It is true that these various demonstrations of desirable results favorable opinions from high-school and college studobtained in the instruction of does not provide for modem ents. The American school system grades. Only in private foreign language study in elementary children be found engaged in schools might classes of young of came under the observation such study. One such school teacher who recorded impressions. an interested and curious children in were being used by the The symbols of the I.P.A. they were .uite - It was obvious that learning pronunciation. alphainstead of conventional interested in using a new code always ready at ten and eleven are betic characters. Children by PHONETICS IN THE CLASSROOM, ON NOTE tools.»U to use new October 1931.Vol.XII .p.25.) Languages. Modern j.J.Findlay, writer s exactly with the present accords statement ThiB experiment the basis for the constitutes which experience, pages. detailed in the following 24 PROCEDURE Conditions : 1. The groups engaged in the experiment consisted of three small classes, the Non-phonetic group, the Phonetic group A , and the Phonetic group B. The first two groups stood in a relationship of comparison in this experiment; Phonetic group B was not connected with these two groups, hut offered data as to progress in improvement in pronunciation over a period of six months during which the group made a serious and continuous study of phonetics. The results of the experiment in the case of the Non-phonetic group and Phonetic group A are to he compared with each other at the heginning of the experiment and at the end six months later. In the case of Phonetic group B , the results of the experiment offer comparison as of the be- ginning and of the end of the six months period. Hon-phonetic group and Phonetic group A were comprised of four pupils each; Phone tic group 3 consisted of three having children, all of good scholastic ability, and each over into some speech difficulty in English which carried French language study « studying 2-. The pupils of these three groups began one exception French before the age of eight years, with in Phonetic group A , age of in which case the girl at the of phonetics during twelve engaged in an intensive study 25 throe months and tutoring in grammar with the present teacher during summer vacation. In the case of Non-phonetic group and Phonetic group A » the first two years of study were sira- ilar, and consisted of reading and translation in "Colette et Ses Freres % of acquiring vocabulary and simple expres- sions, of memorizing short verses and lines of simple dram- atizations. In all this study pronunciation depended on im- itation of the teacher's speech. Beginning in October 1930, however, a definite cleavage in type of study occurred, and the formation of two groups began} these groups eventually developed into the ITon-pho- netic and Phonetic groups. In Phonetic group A were includ- ed those children whose course of study was unbroken. During eight months, 19.^0-1931, they engaged in a study of phonetics consisting of learning the symbols, the sounds of the same, production of the physiological position of vocal organs for the these sounds, the French spelling of such sounds, and study was reading and writing of phonetic transcription. This altho it was continuous according to a pre-arranged manual, study, such interwoven with various other kinds of language work was slow as reading, memorising, dramatization. The tiresome. The childbut thorough and not at all difficult or course, altho ren of this group followed an uninterrupted together as during they were not all continuously grouped characteristic of the last year of study. The distinguishing phonetics in pronunciation their study was a constant use of and application workf this phase of study, the acquisition five years. of a knowledge of phonetics, covered some HonIncluded in the group which developed into the study was phonetic were those children whose course of with the interrupted for long periods , and then resumed children represent teacher. During those periods the other teachers. Three ceived instruction in French from hut none were drillreceived some instruction in phonetics, use of such learning . In ed in application so as to make pupils French was spoken by one the homes of three of the more or less frequently; at or the other of the parents The course of study of this least so reported by the pupils. as in the case of Phonetic group is of the same duration with years;b«t it lacks continuity group A, that is of seven the same teacher. reading, received instruction in in common, both groups conversation, dramatisation. translation, grammar exercises, Course used, 'Longman's French were texts grammar Different Book 'Smith and Koberte French group! Kon-phonetic for the elementary The same general - for the Phonetic group A. One covered lifted in scope, were principles of gram^r, very et See Freres". same reader, - Colette The groups. both hy groups . dramatization work the ai»«** In in rrom)a fc groups, was used by both _ sometimes intermingled. 1954-1955, that year of study, jwi xas* last iv the in It was only . the course of study „ Q+nre or f xn nature and grouping the definite oiiow of the designation as to allow manner a such in developed « 27 groups, and to permit the exof Phonetic and Hon-phonetic pronunciation. in phonographic recording of perimentation comprise the entire class Uor did these rarious groupings however, comprise reciting at all given periods; they did , a distinctive kind of a nucleus for each group receiving instruction • of one half hour Glass periods for both groups were year of eight months, with three times a week for a school long Christmas and Spring vacations. pupils with special and Phonetic group B consisted of the study of French at the similar needs. Two of them began oral and imitative of the age of five when all work was third child began at the age teacher' s pronunciation. The ability.eager of high scholastic of seven. All three were grades. been pushed ahead in school at lessons, and they had prevented good in English, which defect speech some All had of had received any training enunciation in French; no one translation, Study consisted in sounds. speech for ear the for comof simple French texts reading (by the teacher ) and pupils, memorizing verse prehension on the part of the results, and poor pronunciation dramatization with much labor 4vi- for enr the teacher to bring possible was It in October 1934, the.eel.ee.Sh, ether in a group by theee three children to e for play-wor*. children, too advanced tired b. to found the* therefore. The entire year, gra-ar-test. for a too U-t-r. 28 was devoted to pronunciation work t learning phonetios, ear- training and speech drill. There was practically no home work, Besides all study being carried on in class with the teacher. the a manual of French sounds which the pupils composed under teacher* s guidance, they used man' & • Que Fait Gaston?- and Church- -Phonetic Gateway to French" . The teacher felt that the in improved the year of specialized work had justification French pronunciation. undetgone , at varThe pupils of all three groups had kind and another. Only ious periods, standard tests of one common, the Pintner ideaone test had all experienced in intelligence is rated as tional Achievement Test, in which 3. must perforce he used in an Educational Quotient, which been made in a few cases intelligence scoring . Kote has recorded. *here a pupil had an I.n. scoring group A had been tested Hoa-phonetic group and Phonetic years each pupil attained twelve for English vocabulary as Test, in English Vocabulary of age, and all had a scoring This Institute of Technology.' Stevens .'Connor, hy Johnson of definichoice (four choices ) multiple of consists test for the age the normal scoring words; English 150 of tion definition. 06 correct choices of at reckoned is twelve of the same time, as not take the test at did pupils these All upall did take the test but considerably, their ages varied scorings that the resulting so years, twelve on arriving at 29 pupils as of twelve years do constitute a comparison between of age. in October, Record is made also of the ages of pupils tests were made. For 1934, when the first phonographic begun four years before, Group A the study of phonetics had non-phonetic group also had of French six years before. The previously, so that when begun the study of French six years formed a part of their curthis experiment ended French had riculum during seven years. K.Q. i.q. ^ng. Voc. 14 102 in 69 13* 109 119 42 13 107 76 12 117 50 14 105 54 14 109 123 133 104 12* 12 120 126 67 10 137 143 Phone- 10 124 tic B 10 117 Group Kon- phonetic Phonetie A Age Table I 39 30 4. well-to-do All the pupils in this experiment came from knew ahomes, where physical needs received attention;all in the inbout the same social experience; all were included Terman (l). telligence grouping of "Superior - as scored by No one of them presented -behavior problem disturbances. for study, They were alike in having no great inclination on the other hand with two exceptions , brother and sister; when extra-curricular they were not disinclined to study time for preparaactivities and social engagements allowed case of brother and sister, tion of lessons. Excepting in the to continue schooling into there was no expression of desire present writer believes, is incollege. This attitude, the and constitutes a much duced mainly by parental influence, academic attainments than the larger factor in a pupil' s seem that between home attitude -home- realises. It would achievement there exists a detoward study and scholastic this which it is not the aim of cided positive relationship scorings but which does influence experiment to investigate, following facts as to indivThe experiment. the recorded in of the individual scorings with read histories, idual case correlation. seem to indicate such a Table III and Table VI foreign respoken Prench during had mother The Ellen I pronunciation^ comgood a retained eidence as a child and inactive written word; vocabulary prehension of spoken and phrases. and pat social expressions common 1B all but very by S.L.Pressy. and the >Tew Education", -Psychology ) Harper &Brother,H .Y.l933,p. U of grammatical foundation, no background Y ery little solid withdrawn from the present academic training. Ellen was tutored by the mother during two teacher' s instruction and to the class with which, howyears; she was then returned since during her absence, the ever, she was unable to work, phonetics. class had begun the study of course was taken under Janet : Janet' s whole French instruction, but she was transfered the present teacher's years. several times during the seven into different classes but prevented her presence These changes were unavoidable, pronunciation by the phonetic method. in a group studying reflecttoward study on Janet's part An easy-going attitude background of academic attainment. ed a rather meager home of wealth These sisters came from a Judy, Alice . aspiration for academic where there flickered a vague followed no definite programme, achievement; however , it anothfrom one private school to moved were children and the required. Their course in peregrinations family the er as father was several teachers. The under pursued was French frequently. French with the children reported as conversing in group preof the Non-phonetic All these case-histories the situation in Phonetic group A. courses, irregular sent is markedly different. v , arg Jane jane studied with years For seven consecutive group with of the original v,.t <?vm was 01 She the present teaoher. ..thod.Th. by the phonetic « h ioh wae begun inBtruetlon onto experiment ana prodded the in intereeted mother .as Jane : 32 who eventually achievement a rather easy-going daughter, good pronunciation . took pride in striving for a Grace when she Grace t The French course began for years later than in the case *as twelve, some three or four to study with the., and thereof her companions. She wished of tutoring in phonetics fore undertook an intensive course summer vacation she conwith the present teacher; during a work and phonetic transtinued studying, especially grammar the advanced class. Her cription .In the fall she entered by her mother and by interest and ambition were .ustained success. a family tradition of academic also possessed in her Cherry t With a high I.Q. Cherry Both for scholastic excellence. home a background of respect the father a Phi Beta Kappa parents were college graduates, She received every encourageand a secondary school teacher. slight speech difficulty in a ment in her study. She had a which upon phonetics as a tool with spasmodic lisp. She seised thle handicap. to help her oreroome to study for Holly JMB prorlded the approach her Preach oour.e. I»>ature for during the flret part of her years attitude only in th. last age. she shoeed a serious that she almost inspit. of herself of the course. It was she Prenoh sounds, erentually of understanding an acquired insuccess and edition for „as inspired with pride of ardent parinto one of th. met dereloped and crement, to ocThis change appeared experl».nt. this in ticipant, llolly . 33 cur when success freed her, at least in her own mind, from a rather adverse critical attitude about the course on the part of her aether. Phonetic group 3 consisted of three children of ten years of age when the present teacher undertook a leisurely study of phonetics as a means of improving pronunciation in pupils of high scholastic ability, each of whom had a speech difficulty in English Jeff • Jeff was brother to Cherry and came from a : milieu offering every encouragement. He had a decided speech defect, apparently of nervous origin. He sought to master his difficulty, and was disinclined to pronounce any word about which he was uncertain. Phonetics offered him an opportunity to know how to pronounce without dependattempting ing upon hearing the word repeated often before it himself. Sttth this reassuring aid Mary i , he was unafraid. her To Judge from Mary' s English pronunciation, She had first speech patterns had been set by Irish maids. not hear what no definite sense of speech sounds i she could Written charsounds she herself, or other persons, uttered. to associate acters had no aural counterpart. She learned particular sounds. with the phonetic symbols definite and phonographic recordShe refused to take part in the first phonetics, her interest ing, but after six months study of of the second was aroused so that she wished to be a part recording • 34 Betsy : Betsy* s speech in English was Barred by a rapidity which allowed no enunciation. She was a wide reader with an unusually large reading vocabulary, which, how- ever , did not enrich her speech. Words interested her as to meaning, but not as to sound. It was necessary to en- gage her active mind in an appreciation of enunciation, of speech sounds . By phonetics, this sense was developed. In fact a very keen discrimination developed, and a pride in good French pronunciation. Much drill remains to be done with this small group, but a means of overcoming their speech difficulties in French has been presented to them. s 35 The ExperiBient: several yeare.al1. This experiment covers, in truth, the use of two diftho the full implications involved in were not ferent methode of teaching French pronunciation, course taken by realised until the last year of the French participants of both groups extwo groups of children. The during the first perienoed teaching by an identical method this period, the unsatisfactwo years of the course. During Kethod induced the teacher to tory results of the Imitation . beyond the teacher' organise another method. For reasons new, phonetic, method, control, one group did not use the pronunciation by imitation. For out continued the study of French sounds was prepared.it the other group, a manual of of the phonetic symbols, taught the sounds and the script sounds? the teacher explained and the spellings of those adjustments necessary in and demonstrated the physiological succeeding year., proproduction of those so*nds. During the phocorrected by application of nunciation was studied and netics. In the ual, It 13 edition P..1W. f phonetl. annof .peach .ounds by th. Cert8ln 80n8 °n" i»troeuo. O" st"<* by Enelieh pronunciation of "ant eounda efficiently »U,iUr to oalled th. thoa. ooneonante to be e». bo™,*, the lnerea.ee doKonarticulation can he eaelly tenaenee. of the French Introduce, th. ro«le »ay he atrated, and imitated. Then ualng the known oonaonant order, alphabetical in their For ahort and ea-y to recall. .onnd. to for. French .orde. 36 instance, the letter ciation of Cd] is & has two sounds, acquired in the words ma , CoJ ; the pronun- , J& , sa ,1a, va , simplest reading; words which the pupil will find in even the pas . Sfts • aS ain com" the pronunciation of CoJ occurs in chat, reading. The teacher mon, frequently found words in simple sounds oecured, the puread from the text, and as these two the sounds, and from pils laade lists of the words containing spellings of each sound. these lists discovered the French since few pupils hare This work was slow; necessarily slow , must be trained to hear ever listened to speech sounds, and consonants, should distinctions. Haver, after the few initial approximations of English sounds; French sounds he taught as in a French word. This is the French sound should he taught more than one new sound be invariably possible. Kever should from the familiar to the new taught at a time. The old rule of should be adhered to. firmly recognised, the These two sounds of the letter a. Cej , LU , three pronunciations of vo«el e. was studied in its greatest difficulty, but the L*J i the first presents the establishes a mpeech distinction teacher will be repaid if she in her pupils between and c^J . difficulty! sounds ,« alone offer, Of the remaining vowel pronunciation induce satisfactory TOOh ar iil is required to however, pupil, sound. Once heard, of this utterly foreign it. are able to articulate recognise its quality and sends. to other consonant introduction follows There understanding of that a thorough believes writer present The sounds is of greatest the nasal group of of pronunciation the 37 aid in acquiring a good French pronunciation. The sounds of t the series are not in thmeselves difficult, hut the differen- tiation by ear and by speech requires oareful drill, as does a recognition of each sound when spelled in French. Further- more drill is required to distinguish, and pronounce correctly, these sarnie rowel-consonant combinations when not nasalized. In the teaching of every new sound , there must be ele- sounds; ments in the illustrating words of familiar and learned when sounds when first encountered seem difficult, but some after all, so presented with old acquaintances they are not, pupils can best hard to come to know. It happens that some word, others in some hear and enunciate a given sound in one teacher to recognise other example. It is the duty of the and to help the pupil to each pupil 1 s "best-fitting" word, syllables less easily transfer the correct pronunciation to articulated. speech sounds must be It is true that initially all explanation of the teacher' s pronunciation, but learned from Once the elements of position of vocal organs is necessary. pronunciation no longer any speech group are comprehended, recognition of the phonetic depends on imitation, but on pronunciation is thus possible elements involved. Correct meaning of which is ignored. of printed passages the methods of the results of the two 2 . By October , 1934, who to two groups of pupils teaching French pronunciation preof instruction with the were then finishing their course comparison nature as to provide a sent teacher, were of such 38 deliberate exdata, there had heen no this to Up methods. of comparison of methods, chance perimentation for the purpose of oy the imitation method, which decided which pupils were taught this point on, a deliberate ex*y the phonetic method. ?rom to coyer a period of six periment was undertaken, intended the fully aware of the nature of months. All participants were to special effort in proexperiment, and en S ag ed themselves nunciation study. fifty words was selected, A passage of Wench of some vocawith the passage, altho the neither group was familiar were alknown to both groups. They bulary, very simple, was before making a phonographic lowed to read It to themselves lists Inwas followed with word reo ord. The sams procedure pronunciation of the vowel-oonsonant volving , first, the sometimes not nasalised, combinations sometimes nasalised, three containing examples of the as chosen words secondly, * phonographic "a* . pronunciations cej . C6J . after selections, .1* months later, three these of reo ord second during the inter!., a pronunciation of study special by the of the sams selections phonographic record was made ^ ^ same pupils, (l) ^— for both interval, study consisted the si, months based readupon which was text, grammar gr0 ups. of work in a was not used with dictation, the earn, text conversation, ng . phoneused a text with a group phonetic both classes, as the 39 tic transcription of vocabulary and phonetic exercises, which the Non-phonetic group could not understand. Each text developed the same elementary principles of grammar with much similarity of simple And usual vocabulary. At regular periods of four or fiv* weeks interval, tests were given to of each class; a dictation test and a test of comprehension previousspoken word. These tests were based on vocabulary the ly studied; they all consisted of ten sentences each, dictation time allowed being of about twenty minutes. The in succession tests consisted of French sentences read twice by the pupil. by the teacher and written down as understood sentences read The comprehension test consisted of French writing by the pupil. twice by the teacher and translated in consisting of ten Phonetic group A had also a third test be written into sentences printed in phonetic script to of tests for each group French. There were four or five sets during the six months interval. record of a Phonetic group B also made a phonographic reader, and from the two short passage from their French The first trial word lists used in the other recordings. unsatisfactory in that .records of Phonetic group 3 were the microphone. After six cne pupil refused to speak into of gaVe a full set of records months study, another trial a more satisfactory nature. a . . 4<0 Reading Test for ITon-phonetic Group 1 su 11 - ] J V r\ 2 o j j Jv 1 X 3 i t J et de la V2 .lie de Pari s sc nt bleu >uleui j6 S o o 1 n u i/ f / ZLL ro\ie:e . I 3 endant la «h m * 4 rs t* o - nublicains / A 4 E Too -r •z A D Jy O Jt r / o <d / 1 X A \J iZ / / V 1/ V & on' v H d« 5 III ari le draneau de Paris et le fir / v\ TP // ! / ill Jy o X A T <s Jt u X n. u dr< vpe au m o ill <c- des rois 11 c- 1 t nnt. fait- et les Prancais > o dj jy 5 1 A 2 Jt 3 3 V / / / /IT \/ 1/ on t £ an ourd' nu;L 1e le — — c rl ranfia u f 1/ E <^ 3 Jy 2 If A Jt O u w 01 eu E 1 Jy 2 A 3 2 2 2 i/ , UXcU hj et ro ug< 2 que nous a von: 3 Vu 1 // J-t ~~if p Black / : Red 5 1/ errors of first trial record. errors of second trial record. Chart I . 41 1 1 I l 1 — . T.ut Wo. for Non-nhonetic Group Tp«t. t^r-A m 'V -I- Li st No .2 1 E Jy A Jt f aim lecon enfant Ej Jy A Jt . " bete J le ne v jeune v v v " verte nom ami chez oeine J lait cheval v/ pied homme temps humeur singe ^ / \£ ^^ V v v honi devant chacun bee / annee humble 17 chere aller _ MjH immense v i/ ^ ^ / ' n . « est-ce que c' est cm' 1st 3 7 6-4 lst 2nd 1 4 3 3 2bd m^.k flpri n"7i y fc les i/ v 11 10 =errors of first tri al zerrors of second trial. Chart II . . 42 n.A~A*~.* T P = t lst2nd t — ore rifi fnr Phonetic Group A la ville de Paris sont "bleu et / M 1 G 1 / V 1 Je G Ponrin.nt la Revolution les repuhlicains is Ml G 1 Je A l GO MM (/ et le „I* d/cid/de marier le drapeau de Paris Ml GO Je o GO drapeau des rois. lis 1' ont fait, et les Francais M COO G 1/ 1/ • Je2 tricolore, le irapeau ont aujourd'hui le drapeau ( -i 1 2 G 1 1 Je 9 1 V 1 / G 2 ^00 ^ o Je x o 15 5 n V lieu V V , avons vu. blanc et rouge que nous GOO Black Red /= ^ ~ record errors of first trial record errors of second trial : 43 Word Test for' Phonetic Group A T -i r, List No. 2 + U G Je G p hit To n. A. f aim "bete lecon le enfant j eune ne' nom je ami Seine chez verte / \i homme cheval 1 V ViuTneur chere i f aller singe v/ i honi chacun immense / devant / Vve> t\ rnrfi / V / V les annee qu? humble que 7 2nd / pied 1/ temps / lait 1/ 12 2 1 est-ce c 1 1st 2 Pnri ^ u 3 111 oooo errors of the first trial. trial. J = errors of the second Black ^ Red est = Chart IV 44 Teats Phonographic Test Reading Trial 1st 1st -word list 2nd 1st 2nd 2nd word list 1st 2nd Totals Non-phonetic Ellen 16 6 3 1 5 1 32 Judy 15 5 7 2 4 1 34 Alice 18 9 6 3 4 1 41 Janet 12 5 £ 1 £ 25 To tale 61 25 20 9 14 3 132 1 7 2 3 18 1 1 1 6 1 6 Phonetic A Molly 5 Cherry 3 Grace 2 1 2 Jane 5 Z 2 2 & Totals 15 5 12 5 6 Table II 1 pronunciation made by Table II: Number of errors of A groups pupils of Non-phonetic and Phonetic of a reading in first and second trials French, and word test of fifty-two words of French words. lists of sixteen and fifteen 43 45 Table III Phonetic A Non-phonetic E.Q. En 8herry 123 6 24 Holly 120 16 107 34 Grace 109 6 102 30 Jane 105 13 E.Q. Errors Alice 117 39 Janet 109 Judy Ellen Table III: Educational Quotient scores and number of pronunciation errors in phonographic record tests of Nonphonetic and Phonetic A groups. Table IV Phonetic A Non-phonetic Home Errors Home Irrors Janet 1 24 Cherry 1 6 Judy 2.5 34 Grace 2 6 Alice 2.5 39 Molly 3 16 Ellen 4 30 Jane 4 13 Table IV « Home ranking in respect to attitude toward pupil's study, and number of Pronunciation errors in phonographic record tests of Non-phonetic and Phonetic A groups. 46 Table V Phonetic A Non-phonetic iji X EtrorB vi O 104 6 Kolly 67 16 39 Jane 54 13 24 Grace 39 6 Judy 72 34 Cherry Ellen 69 30 Alice 59 Janet 42 Table V» Number of correct choices of defi- nit ion of 150 English words of the Johnson 0* Connor English Vocabulary Test, and of the number of pronunci- ation errors in phonographic record tests of Non-phonetic and Phonetic A groups. 47 Table VI Eng.Voc. Humber of Pronunciation Error* Test Phonographic Comprehension Dictation Correct Definition Non-phonetic Ellen 30 54 85 69 Alice 39 61 43 59 Judy 34 49 49 72 Janet 24 58 70 42 16 18 31 67 Cherry 6 11 11 104 Grace 6 30 20 39 Jane 13 23 34 54 Phonetic A Kolly Table VI s Number of pronunciation errors in phonographic record, comprehension, and dictation tests as compared *ith number of correct definition choices in English Vocabulary Test. 8 48 Table VIII Test Comprehension Trial 1 2 3 4 Dictation 5 2 1 4 3 5 Total Non-phonetic Total Ellen 14 8 16 16 54 34 22 22 7 85 Alice 11 15 20 15 61 21 c 11 6 43 Judy 11 13 13 12 49 25 10 11 3 49 8 12 mam 22 lo 58 36 _8 g|§ R 9 Total 44 48 71 oy 222 116 45 Jane t 9A7 Total Total Phonetic A 10 4 3 5 31 2 1 1 11 1 18 9 1 XX X 7 4 30 9 10 1 3 5 w 23 8 12 4 4 6 34 8 16 82 27 38 11 8 12 96 8 22 5 8 3 5 7 3 3 18 7 4 43 Molly 5 10 Cherry 1 4 Gra^e 8 9 2 Jane 6 3 Total 20 26 1 1 Phonetic Transcription Molly tests for Phonetic A Cherry Grace Jane 5 , Total 21 56 20 20 43 8 15 112 Comprehension Table Villi Number of errors in four for Spoken Word tests, four Dictation tests given to lion-phonetic group; and to five of each of these two tests given Phonetic A; four phonetic transcription tests for Phonetic A group. . ; 49 rP Vr. -i Thb Gas tc >n ao Grfl.fi • -T +• rvr "DVi nno+i m ton est r» n-r cm i y pa: rco n i B ) ' ri e slisne de 1' oeil. w B v- _ n ^ ^ VI aft J * iais UVUJV J- - il nl i 1' oei. d.e i gauche. 11 1 <> B 3 J 2 ^ n r f o un nVinnrln.il- Le chandail est rave .La raie B 1 J K 2 i/ noire est etroi te B 3 J 4 1 J 2 n st large. Sa Cu- l/ ses Das sunt blancs es ] Jniirmio i clisne-t- -il d« 3 l 1/ ac 1 piniil i era 1/ oe il?Il a une i/ 3 1/ 1/ i rl J ; e \v J 3 raie blanche v i/ • B lc i i/ i/ lotte es t noire B ; PP arm, sa.nte i f 2 is ,< 1/ Quelle est cette idee? u / , J Black / - errors fVl Q V+ V of a 1 'Irst trial record. 1 , ; 50 Te St for I >honei Ac Grou] ? I is R-«s.d ins: rayons T) jJ < it ri eux nlume sit In deux, trois quat re 1 , B xi T u M 1 If RUT. •-9 B t ,ro: is, d< 3UX quatre Les P' is s< >nt p Lumes ne : ; A \J T 1 tJ X M 1 Iff c sur rsravons .Elles 1 3S 3 ne s son 1 >as si ir les i deu3 i -Q J5 T K 1 1 J. <J , J o M era ,yons. Le s Jo o w JT I X H o 2 M IT d .eu: s pa:S ae c E lur le S / >as sur les » plumes .lis sont sur 1 e Livre, ! s B T 1 o / \/ .ea le m plumei 9.C !om; ote z Les '. ) i crayon s. a T o liT JUL o J "R o J A HI olumei 3. / lis T ] 8 Red - enuio 0J r Char' t V b • s econd ti *ial. 1 51 B Word Test for Phonetic Group List Ho. 2 List No. 1 B J M B J / faim lecon S enfant 1/ jeune nom bete ' le 1/ ne v verte i/ je / chez ami lait Seine cheval V honmie pied i/ temps chere humeur V aller devant singe 1/ honi chacun 1/ V beq les t qu' i que iiamense annee humble / est-ce c' 1st 1st' 8 13 2nd 14 est 2nd 4 Black ^ ^ Red 2 7 Oil = errors of first trial. = errors of second trial. Chart VI 5?. Phonographic Test Reading Trial 1st Teats 1st word list 2nd word list B-<4» 2nd 2nd 1st 8 1 2 4 13 4 7 1 137 8 — 2 - 1 124 2nd 1st Phonetic B Betsy 17 Jeff 20 Mary 117 Table VII pronunciation made by Table vil:Number of errors in and pupilB of Phonetic group B in first test, second trials of a French reading E.q.'s of and of lists of French words; members of the group. 53 TREATIES T DATA OF group The phonographic reading teste for Hon-phonetic revealed certain errors common to all participants, vis, of ChartB I and II. It ie evident that there was a lack sounds aural appreciation of the differentiation in rowel in the words les Talues ofcej and , le . , des , de , la — that is in the Invariably, the sound of the vowel & to English was incorrect. Since this sound is unfamiliar apparentthe pronunciation must be remembered, and speech, needed to fix it in ly some other aid than aural memory is of ill , even mind. Confusion existed as to the pronunciation as an exception to in a word which had served repeatedly this difficulty had the cp sound. Even in the second trial there was small apnot been cleared up. In the first trial of linking, as in preciation of the euphonic desirability avons ; repeated drillthe phrases ont auiourd'hui and nous time of the second trial. ing developed this sense by the in the second trial The number of errors of pronunciation half J of this half, it was reduced by a little less than mistakes. The great part was noticeable that few were new were established mispronunciations. with vowel- consonant comList No.l presented words nasalized, sometimes not. binations, which are sometimes the exexisted confusion as to It is evident that there well as to the pronunciation ception- to nasalisation, a. fact and second trials, the first In sounds. nasal of the A sound was uniformly ignored. that the letter h has no 54 phonetically trained group becomes conscious of this absence of sound because of the absence of a symbol for the consonant h . Again the rowel u caused confusion, whether by itself or in combination with other vowels. ue] List No. 2 reiterated uncertainty as to valueB of LfcJ t C^J » , as was s howi» in the reading test. These three sounds, and the French spellings producing the sounds, There were not dearly differentiated in the pupils' minds. was no aid possible by the recall of graphic representation been removed of the distinctions. Some of this confusion had Chart II. at the time of the second trial, as is evident in the phonographIn the reading tests for Phonetic group A errors of pronunic records showed a tendency to individual revealing no lack ciation rather than to typical ones, thus The one excepof understanding of any definite fundamental. which apparenttion occurred in the unusual word tricolore. familiar word couleur. ally suffered from confusion with the CXI and l<*j as ocThe class had been drilled on the sounds pronunciation of a word; ncvercur ing as final or medial in some uncertainty as to the less the word couleur presented The euphonic need of linkthe sound of the diphthong eu . expression nous avons , but ing was uniformly sensed in the because of less frequent not in ont au.1ourd*hui , perhaps the pupils listened to occurence in speech. However, when errors of each trial, it was the records and checked the should count as an error decided that the failure to link 55 because of the more pleasing sound resulting from linking. In the seoond trial the improvement was effected. As in the reading test , the errors in the word-list of tests were individual. No general lack of comprehension fundamentals was revealed, except in the word immense, in which imm and en , non-nasalized and nasalized combinations, caused confusion, persisting even into the second trial. inSuch continuous confusion emphasizes the necessity of sistence on distinction between the nasalized and non-nas- alized combinations. A possible criticism of the validity of such tests as in the first to pronunciation ability became evident when, the group trial of the first word-list, Molly was confused by of final consonants of the word temps , pronounced the p_, which realized her mistake at once with an emotional reaction Practice distracted her in several following pronunciations. of before the microphone might diminish the liability e no- that all partional disturbance. It may be said, however, with reticipants in these trials were equally unacquainted cording experience. errors of the two In analysing the pronunciation tests as compared with trials of each group, and of the two apparent. The second each other, certain results became after the first trials, trial results, occurring six months improvement in pronunciaall showed consistently a marked (See Tabdecrease of errors being roughly by half tion, the 56 tend to imle II). Special attention to pronunciation does provement in pronunciation, especially in the correction of errors which are recognized and analysed • The errors of the Non-phonetic group apparently were due to a lack of compre- hension of fundamental phonetic elements; the errors were typical in the pronunciation of the group as a whole. On the other hand, the pronunciation errors of the Phonetic misgroup A were not made in common; they were individual comprehension takes, and hence they revealed no failure of The of general underlying fundamentals of pronunciation. was much sum of the errors of all the phonographic tests being smaller in the case of Phonetic group A, the ratio errors in 43 errors in the Phonetic group as against 132 held generally the Non-phonetic group. The same proportions total of throughout the various trials of the tests. The by the emotional the Phonetic group A was unduly increased of errors disturbance of one pupil, whose usual contribution was small in a test scoring. as compared with Table III shows Educational Quotients made by pupils of both the number of pronunciation errors be any positive correlagroups. There does not appear to by tests, does not appear to tion, intelligence, as scored pronounce French correctly. It be a measure of ability to smallest of the pupil making the i3 true that in the case errors throughout this entire total number of pronunciation puthe highest among all the experiment, her E.Q. was also Phonetic A groups. It is also pils of the Non-phonetic and 57 true that she had a slight speech defect in English, not great enough to mar her speech, hut sufficient to require effort to overcome. This matter of effort on the part of the pupil is, in the present writer s opinion, one of much importance and, 1 attitude. in her observation, is closely allied with the home the home has In order to show such a relation, a ranking for comparison been tabulated in Table IV ;it is to be read in is with the number of pronunciation errors. This ranking the home and based on the writer* s subjective evaluation of with school-work} parents as known socially and in connection of educational aims, an it includes an intelligent direction background of attitude of enlightened encouraging, and a scholastic achievement. scholastic training or appreciation of the home attitude toward The writer believes that it shows may be an indication of school-work, and that such a ranking scholastic achievement to be exthe degree of interest in home. The all important facpected from the child of such a and to that the home can tor in achievement is incentive, contribute largely. eueh a relatiowhip in a Table IV, then, doee reveal pronuncie*l.t. bet,.« B.<U and m0 re po.itiTe degree than pronunciation Engli.h Vocabulary and ation error., or between Table V) (See Table III and tabulation. which in errore. to .uoh no correlation. Added there e*i.t. practically 58 statistical evidence as Table IV presents, the writer wishes to state that during the whole course of seven years, the pu- pils participating in this experiment, and others whose records are not included, were markedly influenced by the at- titude of the home towards this rather unusual subject of an elementary school curriculum. A favorable attitude is the home's contribution to the pupil's achievement. Occasion- ally a pupil may fare well without it or may free himself attitude from the handicap of an indifferent or unsympathetic ; most children find in the home's interest and encouragement in attaina necessary incentive. This incentive culminates ment of the goal. If only the home would heed '. experimenAs a further note on phonographic recording that the resulting scores tation, the writer wishes to remark for this report, were in the present case, while important point of view. The priof secondary interest from a teaching mary value of phonographic recording consists in a stimulus to the study of pronunciation. After the first trials, each pupil prepared a chart similar to Chart I and Chart III each group heard its four records played on the phonograph, and checked the pronunciation errors of each record. Close attention was required and frequent repetition , but interest never flagged until every error was detected and checked on the charts. Such study provided excellent ear- training, all to the more interesting because these pupils were listening their own and their companions' voices. For the first time and unthey were actually hearing their own speech, pleasant , 59 pleasant qualities, good and poor articulation, correct and incorrect pronunciation. Criticism of a phonographic record has no personal implication; it loses a sting and possible cause of embarassement. Owners of voices may be quite critical of their own speech habits. Such was the reaction of the present writer s pupils. The interest was so lively, 1 the ear- training so valuable , that she felt that such hap- py results alone justified the experiment. As a frequent occurance in speech study phonographic recording cannot but be an aid 60 During the six months interval between the first and second phonographic trials, two sets of tests, four in number, were given to the Non-phonetic group to test ability to understand the spoken word; these tests consisted of written French sentences dictated by the teacher, and of written translation of spoken French sentences. The four sets of tests were spaced over the six months period. Pho- netic group A had the same type of tests, five in number, during the name six months period. In addition this group had a phonetic transcription test , ^hioh the other group was unable to take. Four out of five of these tests showed an improvement the spoken during the six months in ability to understand means regular; (French) word, but this improvement is by no It is the present and in one instance there was the reverse. to understand writer's belief that improvement in ability fashion during foreign speech dbes not progress in orderly by plateaux and intervals over a given period. It increases if , at «*« end of leaps of uncertain extent and incidences is marked, pupil and six months study, some improvement teacher may well feel encouraged. results of these tests for In comparison between the A again made a better showthe two groups, Phonetic group VIII) stood, for Kon-phonctio ing. The totals (See Table in Dicdomprehension test, group, number of errors in group A, Comprehension tation test: 2471 for Phonetic 61 test,82jin Dictation teat, 96. It seems permissible to conclude from such acores that detailed and intensiTe study of the phonetic elements of apeech results in a better under- standing of the apoken( foreign ) word. Imitation does not reduce speech- sounds to elements which can be studied and memorized. These teats would seem to contribute corroboration to George Hempl* a proposition that the mental activity involword ved in acquiring a clear idea of the pronunciation of a helps to fix the meaning of the word in the mind, that actpronunciaive vocabulary is increased by knowledge of the group did not tion of the words. Apparently the Non-phonetic of the leshave a sufficiently firm hold on the vocabulary the word or sons they were studying to be able to recall reliably as did the meaning when spoken by the teacher as the Phonetic group A. experiment The reaction of the participants in this As the pupils of offered commentary upon the two methods . in pronunciPhonetic group A became aware of difficulties sound of syllables and ation, of uncertainties as to the themselves by reindividual letters, they knew how to help and by composing from studying a manual of French sounds, to illustrate the conreading texts lists of word examples consideration. All ventional spellings of the sound under teacher seldom pronounced such analysis was encouraged; the the latter had reduced a doubtful word for a pupil until elements, and was thus able to the word to its phonetic • 62 pronounce it without the teacher 1 s assistance , except as corroboration Such analysis was impossible for the Non-phonetic group, who depended upon repetition by the teacher and by themselves to fix the pronunciation in mind. There was profrequent complaint that there was no way to recall a that nunciation, except to remember. The teacher was aware studying pronuncithe members of the Phonetio group A were Hon-phoneation with efficient tools, and that among the sentiment of grievance that tic group there existed a vague themselves appeared tools for study were lacking. The pupils method of teaching pronunciato hare no doubt as to which tion was the more effective. these tools is illusThe use which pupils can make of tests, Table VIII, trated by the Phonetic Transcription of this set of four teste page 59. The ten sentences of each order to transcribe *ere written in phonetic characters.In to was necessary for the pupil the words into French, it which thus uttered pronounce mentally the phonetio symbols, the French word, and refor aural comprehension formed Grammatical mistakes may called the conventional spelling. but in tests of this nature, occur, and in fact did occur, errors, numbered as pronunciation such mistakes should not be is inphase of language study. It they belong to another phonepupils find this work of that teacher the to teresting simiit seems to have a lure intriguing; transcription tic lure very and cross-word pussies, a jig-saw of that to lar 63 profitable for pronunciation drill, whether putting French into transcription or the latter into French spelling. The writer iB conscious that the results obtained in teaching French pronunciation h$ two different methods to these two groups are based on small numbers of parti- , cipants. However, there is a uniformity of superiority in all results obtained by one method over those obtained by the other method. These results conform with those obtained by the phonetiG method in language work with high-school and college students • The method, then, seems adapted to all levels of language teaching. That the presentation of the symbols of the International Phonetic Alphabet must be effected in a somewhat different manner for young pupils is not objection to the method itself . In view of the re- cognized greater physiological ease of acquiring new speechsounds during childhood, the sounds of the symbols are learned with surprisingly little effort by young pupils. It has been markedly noticeable in the present writer's experience that much less resort to detailed explanation of physiolo- gical adjustments of vocal organs has been necessary in the case of young pupils than that required by Freshman students. Once speech-sounds are actually heard and distinctions truly recognized, young children experience little difficulty in reproducing these sounds, without any great insistence on the physiological aspect of articulation; except in a few instances, such as the sound of r,gn,l, and the nasale. 6A The symbols then fix these recognized sounds in the pupil's Kind; they do not introduce confusion, but hold steady the memory of each sound no matter what the confusing conventional Trench spelling may be. At this level of elementary learning, a good many other symbols are fixing sounds and meanings in the pupil's mind :mathematical signs, quotation marks, punctuation marks, the dollar sign, musical notation. Willingly and easily are these speech-sound symbols accepted along with other new learning. Hone of these symbols can be taught hurriedly, not on account of their meaning, but because the young mind requires time to absorb the new. And still more time, with constant drill, is necessary in learning how to use these new tools. Learning to apply is no quick performance, but a patient repetition. Once a correct pattern of the elements of speech-sounds is memorized at this age, and an understanding of how to use the pattern serves as is built into pronunciation habits, this pattern all the a valuable aid in foreign language study during subsequent years of schooling. 65 The phonographic record tests of Phonetic group B, (pp. 49,50, 51 ) presented less of detailed interest than those of the other older groups. In the first place , the tests themselves are not so well organized. One child re- fused to make the first record. The text of this reading was chosen from a reader, "QUE FAIT GASTOF,? the pupils were familiar from a year 1 s ", with which use; it seemed an appropriate selection in view of the fact that at that moment the vocabulary was known to the pupils, and the story fresh in their minds . Such was not the case six months later when other material was in use. The constant reference text was "PHOFETIC GATE?' AY TO FRENCH," by P.H. Churchman. From this text selection was made for the second phonographic record trial. The teacher now believes that the matter of familiarity with text is less important than that both trials be made on the same text in order to measure accurately pronunciation improvement. The first trial presented more varied speech- sounds, and thus offered more opportunities for mispronunciations, which revealed a general vagueness about the phonetic elements of French speech- sounds. In the second trial errors of an inin pronunciation were fewer, and such errors were fault, dividual nature. Final re still caused trouble; a poor unwhich in the present writer's opinion, i« due to failure to derstanding of syllabi izat ion, whence derives a utter the re with the preceding consonant . 66 A characteristic of Mary' s usual pronunciation was a failure to distinguish between the sounds cej C^J ; , d£3 , and they were all one to her, and any one served. She failed to hear differentiations* and she produced none in speech. This inability marked the same vowel sounds in English. When and then she "paddy- ised" into whin and thin , altho she did understand a difference in pronuncia- tion of thin ( her pronunciation of then ) and thin (not bulky). She was conscious of no difference between les and le [l^J, llG $ Ll^J t ; offered choice which she took without attention to the French spelling. In taking dictation of very simple sentences, she made many grammatical errors because of this inability to distinguish vowel values. The two word-list tests offered better comparison as to pronunciation improvement than did the reading tests. The first word-list, especially, showed a great improvement in under- standing of vowel- consonant combinations nasalized and not nasalized. Here , as well as in the second word-list, errors were due to lack of ability to differentiate fundamental phonetic elements. Even six months of repeated, altho only occasional, drill did not fix these sounds any too accur- ately in memory. It is interesting to note in this group that E.Q. does (See Tabnot denote Superior ability in pronouncing French E.q.*8, le VII,p.52j. Jeff and Mary both surpass Betsy as to but the latter had a far more satisfactory pronunciation. 67 She has indeed developed a definite language ability, keenly enjoying the mere sound of foreign words. On the other hand, Jeff has as high an E.Q. as any pupil of the present teacher, hut this high intelligence scoring does not carry with it high ability in French pronunciation. The writer feels that the six months study of phonetics improved the pronunciation of the three children , and she observes after another year's further work that the study is still bringing forth good results in language work. 68 SUMMARY This study was und e r tak e„ in the attempt to evaluate the respective effectiveness of two methods of teaching trench pronunciation to young pupils. The methods under observation were the "Imitation Method - and the "Phoneti, Method*. Numerous tests, devised to examine the results of instruction obtained in groups of pupils, showed a constantly smaller number of pronunciation errors and a uniformly greater ability of comprehension in that group which had been taught pronunciation by the "Phonetic Method-. The scorings in these tests remained so consistently . and by such a wide margin, in favor of the latter group' s performance, that a conclusion seems well founded to the effect that that method employed in the instruction of the group proves more effective at this level of French language teaching than does the "Imitation Method". Such findings, moreover, are in accord with the results obtained in similar experimentation in foreign language study among high-school and college students. . 69 APPENDIX In order to provide very simple material with which to carry on instruction in French, the present teacher wrote various short dramatizations which her pupils enacted. These plays served as a means of presenting easy and fluent French with the rhythm of usual speech. They were written in play form, rather than as reading, in order to produce the feeling of the spoken language, to provide material for memorizing and to respond to children' s ever-present desire " , to give a play" Pronunciation errors were studied and corrected thru application of phonetics. In "lines sounds were found, and listed , n examples of Bpeech- linkings were noted, and the euphonic qualities of speech patterns appreciated. Common phrases and grammatical constructions became familiar from repeti tion. Two of this series of plays are appended to this report to illustrate completely the method employed by the writer in the instruction of French to classes of young children. 70 IL Y A HKE DIFFERENCE Personnagee : Pierre Henri, ouvrit?rs quelcon-iues en j blousea; Jean mecanicien en blouse; Mi- , chaud en tablier blanc et coiffe'd'un bon- net de ooton; deux jeunes dmaee en costumes de voyage, ocene t Un coin de rue de village. A droite un pan de la devanture d*une auberge dont on voit f la porte ouverte audessus de laquelle s e- tale une enseign: "CRATOE ATI3KRGE DU T0URISKB WMVWtSK. A.MICHAUD, Prop. Touring-Club de Prance, f Une petite table ronde sur le devant de la scene; deux petits verres la-dessus; deux chaises a cote. Pierre est assisjHenri va s'asseoir. II vient de parler aux deux Jeunes dames qui e* nn vont du cote droit. Au moment present* sur ou Henri se rassied .Mlchaud se dames, le seuil en regardant apres lee Henri ? Qui sent ces dames? Michaud i De quoi s'agit-il Henri , Kicheud.(Il boit.) Je ne risque pas de vous le dire. i Etrangeres » Que voulaient-elles Michaud , , a leur facon de parler. ? 71 Henri Eh ma foi, je ne risque pas de vous dire ca, : non plus Michaud Leur facon de parler. Elles diaaient : cherchaient "du pont w qu' elles . Pierre : II n'y a pas de pont par ici. Henri : C est ce que je leur ai dit. Pas de pont dames , , mes- pas de pont par ici. Et puis l'une d f elles a insiste', "du bon pont". Michaud Ce sont peut-etre des touristes qui cherchent le t Tieux pont de Vaison, plus loin sur la route. On dit qu' il vaut la peine d'etre visite. Pierre Mais pourquoi est-ce le "bon pont" : ? II est vieux comme je ne sais quoi. Michaud C est : bien pour ca qu 1 il est bon. II date de loin, des temps des Romains. II faut qu' il soit bon pour durer deux mille ans. Henri Alors ; , si ce sont des touristes, qu' elles aillent trourer le "bon pont M . Michaud Mais, royons, si ce sont des touristes peut-etre : est-ce d'une panne qu elles voulaient parler. 1 Pierre : Et arec ca ', Elles parlaient de quelque chose de rond... rond... rond comme ca.(ll fait un rond des bras.) Michaud : Ah, un pneu de creve'. (Criant par la porte)Jean, il y a de rotre affaire ici. (Jean se pre'cipite par la porte, et regarde autour de lui.) Jean : Q,u' est-ce qu' il y a ? 72 Mi chaud Une panne. Jean Une panne Mi chaud (Confus) Ah.... Baa foi... je ne sals trop....Il ? Ou , ca ? est renu des dames touristes qui disaient cher- cher du pont.... des pannes.... on ne sait trop.. Jean Des dames qui cherchent des pannes'. Ca, quelque chose de nouveau J* Pour les dames une panne, ter plutot qu'a chercher Hneri c' c' est aimerais le voir est une peine a evi- ; II n'j a que les meoaniciens qui les cherchent, hein ? Jean Et encore chez autrui. Pierre Comme les peines, on les prefere chez les autres. Mi ohaud On ne cherche pas de peine, mais, mon dieu, comme on se donne de la peine quelquefois Henri Surtout les aubergistes, hein seigne. ) .) Et pour faire payer les petits verres aux blagueurs Pierre (II montre 1' en- lis se donnent de la peine pour attirer le monde touriste'. (On rit Mi ohaud ? ', ', (On rit plus fort Et puis Henri, tu sais . ) toi, tu n'as pas , compris. Elles ont dit Men dou pont." Mi chaud Doux pont Jean Deux pannes Henri Messieurs, donnez-vous la peine de regarder par- la. ? quel pont est-ce, celui-la. ? A la fois ? Pas de chance ? '. ) 73 lis regardent a la cantonade droite; puis ils ( se regardent etonnes. A ce moment les deux jeunes dames traversent la scene au fond, du droit au gauche. S3 les portent un grand pain rond. L* une d* elles dit d'un accent anglais tres prononce, "Merci" Mi chaud : ( • Avec beaucoup de f aeons, en veritable aubergiste de la Grande Auberge du Tourisme Universel) II n*y a pas de ouoi, madame. II n'y a vraiment pas de quoi. (Elles sortent.) Henri s Du pain s C'est ma panne *• Pierre Jean pa ', I Tout de meme hein ? Rond.... rond comme (II fait un rond des bras.) Sapristi < A Mi chaud , , (RIDEAU il y a une difference ) . 74 VIGNETTES DE KLLE. MI 33 Scene t Personnagea : k'ere i Le salon chez une famille bourgeoiae francaise. La mere ;Laure, qui a dix ana} Oamille qui a douze ana j une jeune fearae anglaiBe. II faut avoir beaueoup de patience avec Mias. Voua Stea petits et elle eat une grande peraonne. Pourtant, il ne faut pas oublier qu' elle ne aait paa parler francaia comme voua. Laure : Ne sait-elle rien, maman ? I* Mere : Si, elle connait beaueoup de mota. Elle salt aaaez bien prononcer les sons franeaia.maia. Oauiille Here Laure I Kaia quoi t Kile fait beaueoup de fautea I Kxprea , maman ? . ? Mere Oh non, non I Aaaurement que non Oamille Ne aait-slle pa8 mieux Mere i Non, . iaon I ? enfant. Elle aporend. Voila pour quoi il faut etre tree polis et trea obligeanta. Oamille Oui, maman, noua le serona. iiere Alor8 , courses. Oamille C» je voua quitte pour aller faire dea (Kile sort.) est drole qu» on peut ne paa aavoir le francaia, 75 Laure Comment peut-on penser si t noms des choses 1' on ne connait pas les ? Camille : On lee pense en anglais, Laure t Est-ce Ja meme chose que de s'asseoir sur une chaise en anglais qu' en francais Camille Mais s oui , ? On plie les genoux, on se baisse, *, et voila, on est as sis. (II accompagne ses mots ayeo des ac- tions. Mile. Miss entre portant chapeua, manteau et gants. Camille se lere. les deux enfants la saluent poliment.) les Mademoiselle. Bonj our, Miss. enfants : Bonjour , Miss : Bon jour , Laure : Chacun Miss : Oui, vous Camille ; Nous sommes Miss : °Le monde Camille : Pas Miss : Duex sont Camille t Deux Miss : Bien Laure : C est Miss s Bonne promenade, longue promenade, rite. Camille : Eh oui, parce ohaqu'un. ? , Laure tout le monde " vous le monde " , " , Bonjour «, " The world *, . tout le monde", Miss. Mais tout le monde vingt ca et tous, Camille. , cent, , c« " ? est toujours "tout le monde". tout le monde ', Avez-rous fait une bonne promenade qu' il fait froid ce matin. ? 76 Miss Beaucoup froid'. Une poele pour chauffer : . (Les enfants ne comprennent pas.) Laure t Une poele pour chauffer Miss J Oui, en Angleterre une poele pour chauffer. Camille * Mais nous avons des poeles en Prance Miss : En France Camille t Mais oui, Mile. Miss. Miss s Je ne regarde pas ici. Camille i Mais non, Miss. Vous ne royez pas la poele au salon , aussi ? , aussi. 1 • Elle est^a la cuisine. Laure : Camille : Je vals la chercher Laure : Eh oui, allez la chercher . . (Camille sort II faut etre obligeant, • ) Est-oe que les poeles en Angleterre sont gr«ad««? Miss Oh oui, et rondes comme ca. % (Elle fait un grand rond des bras.) Laure t 3i grandes que ca Miss t Oui , et haut comme pa. Elle se touche a ( Laure s quel appetit chez les Anglais'. ; Si hautes que ca , Mile. Miss 1' epaule . ) ? (Camille rentre en courant . II porte une petite poele en fonte.j Mile. Miss'. Camille : Voila Miss i Ca, une poele ? Camille x Mais, oui, Miss , . Pourouoi pas ? 77 Hiss t Pour chauffer lea pied 8 et lea mains Laure t Pour chauffer les pieds \ Mais non *, ? Pour fairs ouire de la riande, le filet et les cotelettes. Caaille * ISlle Miss » Poele n* Casille reut dire un poele , oui Tr • *, n...une.. quelle difference. II imports. Oh si, Miss, il importe beaucoup. Bn francais, * on ne ohoislt pas un ou une 1* Laure G 1 est toujour* un ou l f autre, raais pas par choix Une poele t . , voila ; ( ', Bile fait semhlant de pas- ser la poele au feu pour faire euire.fr Camille Un poele est pour le oharbon, pour tenir ohaud. x ( II fait semhlant de aanier une pelle a charhon, et de tisonner un feu.) (tristesient CoHsaent salt-on ? Miss * Laure s Mais... .on sait... Caaille t On apprend. II faut toujour* chercher un true } pour se rappeler si le substantif est du feminin ou du masoulin. Tne poele, o'est du feminin (en designant Laure ) et e'est une feaaae qui la tient (Lat«re fait semblant de pour euisiner. passer la poele au feu.) Tin c' poele , c* est du maaculin (en se designant) et est le maticulin qui s* en oceupe. (II fait semblant de rpnimer le feu.) Laure » Compreneat-rous , i^iss ? 78 le eras; elle (Miss attrape Camille oar se met attrape Laure par le bras; elle s' incline entre les deux enfants; elle d'un cote Toujour* un ou une'. puis de , autre.) (S'inclinant a Camille > a Laure • ) (Meme action Toujours le ou la Bonjour, M.le poele 1' \ .) (Meme action. ) (Kerne action Bonjour, Mme. la poele'. Adieu , action.) M. le poele'. (*«ae Adieu , Mme. la poele'. (Meme action.) (Rideau) . ) , puis 79 II (Kile. Kiss est assise a la table, et etudie? Laure entre, suivie de Camille.) Nous voila de retour de 1' ecole, File. Miss. Et Miss fait tou jours ses etudes. II faut. II faut apprendre "le" et "la" H un " J et "une Pourquoi dites-rous presque toujours "uny Kiss? (tristement Je ne sais pas. En anglais il y a } " • Mors. Est-ce que "un " est plus facile que "une toujours "un ( .) M un......une une ? Miss repete les deux mots plusieurs fois Un " "un ni - " »une n n' est plus facile. To^s deux sont des sons tres francais et diffioiles. > ^st-ce que ces sons ne sont pas en anglais Hon , Mors ? Laure. , il n'y a pas de choix, n* est-ce pas ? Vous dites , Camille , qu« il faut toujours cher- cher un true pour se rappeler si c' est du mascu- lin ou du feminin. Qu* est-ce que c' est qu'un true? Un true , c' est une association d» idees qui fait feminin, rappeler. Vous sarea que "mere" est du n' est-ce pas ? 80 HMM est du feininin, la, une. kiss t Oui, je sals oela. Laure t La mere-chatte, et la mere-chienne, et la mere " V a nous'. s Camilla Mors : true t La mere garde la maison pour la s famille, Mi S3 Garni lie i La mere j ? r «8 bien la maison , *, la famille, tout enserable. , Kt encore t Une femme ports une robe; un hoKme porte un pan talon et un gilet et un habit, s Je corap rends. Caraille j Cherchez une association, ous-meme Miss t (lentement) Une maitrewee dans une ecole apprend une Kiss Kiss. , leeon d'une langue etrangere a une classe. Laure : Hiss i Encore Tres bien Kile. Vise, , un garcon prend un crayon pour eorire un devoir dans un cahier*. Camille Miss Camille Ca y est x Camille ca y est , eat-oe que est c' *, Voici une autre association: une serviette une assiette , une fourchette. Les choses de la table pour manger : n' est Ce sont les choses du couvert, mais cela 1* wu» ? % pas Laure , , • association. t Sites encore d'autres mots, Camille, : Une casquette , s' il vous plait. une noisette, une etiquette, une lunette. yy Laure i J»y suis, Miss , V association suis , c' ; Et tous est le son , liss e_tfce, ? n'est-ce pas? 81 Camille i C est Laure t J* Camilla t 3h bien Laure : Une association* une education, une instruction, ca . en connais, j'en connais. , allez-y. une occasion , une na.... je sals. Miss i Je sais Laure i Une nation Camille s Attends Miss t C est Camille t La terminal son "tion , » une.... Laure. Visa y est. qu'est-ce , ue c' est? au bout, le son "tion " et * sion" est tou jours du feminin. Laure * Mi 88 , A yous ,3'iss • Trouvea un autre true. (tout en oherchant) Une aaitresse, une oomtesse, une duehesse, une jaesse, une masse, une clause. Camilla t Tres bien. Laure : Mais qu* est-ee Caaille i Encore Miss x Je n'en sais plus. A yous Camille I Une tigresse, une ogresse, une tas*e de the, , ? Je n'y suis pas'. Mile. Kiss. , Camille. (Laure rit et bat des mains.} une hotesae , une care»se, une chasse aux fees. Laure t J'y suia a present'. Camille t A la bonne heure Miss i Bravo, bravo', Laure * 32t 1' Camille s ', France, Je connais une autre association. La independence, La chance , 1' experience la medisance... , la dense... • } 82 Ila ( »* inter romp tent en orient tou- joura l'un plus fort que l autre. 1 Law re : La penitanca... Camilla I L' esf?ence Laure : La science .... Kiaa i La silence... ( pour le Renault*** La mere ouvre la porta Mere Kaia quel bruit Camilla Oh , mai'ian, ( ) touB ces mots , mascuiin eat " F.t est la silence au feminin La mere regard e Kiss* , t eat-ce qu' il y a done ? . Les enfants rient et battent des mains. Mies Halas Camilla o* Q,u' •) silence pour bonne rai son (Rideau ) , • maman \ le aeul au ) 83 III Mile. Miss ( , debout "a regarde a I exterieur 1 la fenetre : , son cha- peau et son manteau reposent au dossier d'une chaise; ses gants et son porte-monnaie sont sur la table a cote d'une lettre depliee. Miss se retourne au moment ou Camille entre en scene. II voit qu' elle 1* air decourage' • etes-vous pas encore prete, Mile. Miss Camille t N' Miss : Pas prete Vous n'allez pas en promenade? : (surpris Miss : Non, Camille Camille : Et pourquoi pas Miss : Pensez-vous ) ? Je ne vais pas. . Camille Camille a pas en automobile. Je ne peux pas. , ? On vient vous chercher. ? cheroher. Mais, Si Je crois qu' on Tient voua * Je le sais. t Comment est-ce que Je sais ce que Camille : Comment kiss % ( Miss ? Mais , la lettre ramassant la lettre (cherchant l'endroit ) ) , c' est ? Miss.... La lettre dit.... Voici *"a ir « M : une promenade en automobile pendant 1' Laure entre en scene. apres-midi.' Camille : Eh bien Laure : deux heures. Miss, maman dit qu' on vieitt vers ? ( II est mo ins le quart a present. ) 84 Camille t Miss ne part pas Laure t Ne part-elle pas faire une promenade Camille : II paraft que non Laure : Mais une si belle promenade en auto jusqu'a Himes . C est • ? . au moins cinquante kilometres de belle route. Miss avec conviction : ( Camille : Justement ca Laure : Mais quoi done Miss ; Je comprends ) C est justement ca • ? ? e'est une promenade de beau- <iue de "milles a peu pres. Camille s Cinquante kilometres Miss : Pas cinquante Camille : Je crois qu'un kilometre est moins qu'un "mille". Miss : Kais Camille : Assez. Laure : Pas trop Kiss : II faut longtemps pour aller, n' est-ce pas Camille : Pas trop longtemps Miss : Combien est un apres-midi Laure : Combien de temps Miss : Oui, : Mais.... de midi a ... je ne sais trop... c' , milles "? H est loin. . en auto ? . s Camille ? ? combien de temps est un \ ? -A jusqu'a cinq heures , peut-etre Miss : Et combien de temps est une Camille : Mais , apres-midi Miss, c' . apres-midi est toujours le meme V midi, un aprt:s-midi. . ? Une apres- ss Miss t Toujours le memo temps ? Camille t ?ou jours Is meme temps • Laure l Toujours les heures de Miss s ( en riant un pen apres-midi raidi Mors ) a six heures. un apres-widi, une , e'est dans le jour , est pendant le jour et pas pendant la nuit. Camille t C* Laure % Cela dure cinq ou six heures gouter au milieu Miss t i ig;: » : et l*on prend 1« , *. Sst-oe qu'on va dans une automobile ou dans un automobile Camille » ? Mais ( , ? Miss , quelle est la difference arec conviction Je ne sais pas } saroir avant de partir • ?eut-etre ? • Kt je veux c' est eomwe ?eut-etre une automobile marche der- •poele riere les boeufs ; Alors il faut une semaine pour aller cinquante kilometres ( Les enfant s rient, et Kiss aourit.) Camille * Huit jours pour aller Laure t TTne V quinssaine pour aller-reteur par automobile aux beeufs..... comme une char rue avec un laboureur comme chauffeur Camille * tfon , Miss » *• une automobile , un automobile, N c' toujours une Toiture a quatre roues de pneu qui X / V marche a moteur a essence de petrole. Miss t Alors .... je sais ce que je vais faire. Laure t Qu'est-ce que c* est % Hiss ? est . 86 Miss Je vais faire une promenade dans une automobile : pendant une apres-midi Camille Tres bian : Miss , ( Laure Elle arrive ; est , . Vous y etes. . On entend V d'appel d'une auto. Laure court ^a la fenetre; elle agite la main .) Miss va arriver . Miss. On vous attend promenade la cantonade la oorne . . ( a Miss Au revoir . On y ) 3onne *, (Miss attrape son manteau et son cha- peau qu'elle met en sortant. Tous Au revoir : V Bonne promenade'. & tantot ( Les enf ants vont a la fenetre et font signe Laure : Une promenade , d' adieu .) dans une automobile pendant une apres-midi Camille : Mile. Miss apprend , et elle prend les choses au serieux'. Laure : des poeles Pen«e S done, apres 1'histoire (Rideau ) . 37 IV (0/ est le soir. Kile, Kiss et Gamille sont assis a la table »Elle est en train d' eorire dans un cahierjlui etudie. Laure est tres^a son alse dans un fauteuil; elle toume les pages de 1' Il- lustration en regardant les images.) Miss < ( se re J e tan t sur sa chaise et s'ecriant ) Grand nigaud Oamille : (un peu surpris Mais, Mlle.Miss, qu'est-oe que } j'ai fait pour vous facher Miss s Laure : (surprise) Vous Mais alors ? Rien. C est ? ? lui, le nigaud, et personne autre que luil Miss i Oh non, pas Oamille Laure s Que si Miss s Mais, non. Laure : Vous nigaud, Klle.Kiss Miss 5 Oh oui. Camille t Et pourquoi, je vous en prie Miss * J* C* eat moi. ? Oh non ? ecris :(en lisant de son cahier ) "Un beau enfant ;un beau arbre jun beau homme; un beau oeuf. M Laure i (en riant ) ». On beau oeuf", c' est un boeuf ; 88 Le boeuf pour trainer une automobile, Pans doute'. (lis rient tous Camille ; Miss ; Laure : Camille Kiss Que tu es folle , Laure Mais non n' est pas folle elle , ( tou jours tree gaie c' est un ) Elle a raison. . Et puis un "beau homme", } baume pour les bobos ', : Mais sois serieuse : Elle me fait bien comprendre pourquoi il faut dire "un bel oeuf Laure . $ Et H un petite sotte , ', " et "un bel homme". " plutot que b— arb» e " j'y suis pour beau et tel \ bel arbre pour le bel homme Miss : Oh oui, Laure Camille t Je crois bien que oui, Kiss , Mais pas pour nigaud Laure s Car de nigaud pour beau et bel. , . il n'y a que Camille , . Koi, Kiss, etant du feminin, je suis nigaude. ( Miss : Elle fait explosionner le "d".) Aha, et moi, aussi, nigaude ( • Elle imite bien le "d" de Laure.) Laure : Alors Miss : ( Laure s Comment ne pas Miss : Eh oui, comment ne pas Camille : Ajoutez : Commencez avec un pour Camille, un garcon, et Laure , ne soyons plus nigaudes tristement ajoutez e _e ) Comment ne pas 1* etre ', ? ? 1* etre ? pour le feminin de l'adjeeti.f. pour moi , une fillette. 89 fcise * (cherchant lentement ) TTn , une; petit, petite f grand, grande Camilla : Faitea exploaionner la oonaonne, Kiss. Petite, verte, mechante, content*. ti»8 * (repetent avec attention au t } verte, contente, interessante , Kechante, ouverte, C est joli, n* eat-ce pas ? Camille t Male out, Mies , c*eat gai comme le staccato quand Laure Joue au piano Kiaa : . prononcant toujoura tree nettement ( } 5otte, verte, porte, chante, toute, tante... Laure : C* eat covme lea chaloupes a wo teur tante, toute , toute, tante. (r.lle continue a repeter cea mots de plus en plus rap idem en t en produiaant une succession de petite sona exploaifa semblables a ceux d'un moteur qui ae met en mar eh e. La mere entre en scene, regarde tont le wonde d'on 7 air e'tonne . Je fais voirV Kile. Kiss ) que le son te au bout dea mots eert de moteur au francais. (Laure off re aon fauteuil a sa mere, et commence a . 90 circuler en accelerant les sons explosifs.) Chante , vente , lente, mechante, oontente, inte- ressrante, totite, tante Mere x ( assise , toute , tante....(0n rit.) lie est Trai que ces mots donnent de la ) vivHcite et de la force a la langue. Ce sont les petites explosions qui font marcher. Camille: (Pendant ce temps, Laure continue a circu- ler autour de la piece en repetant a mi- voix des mots qui se terminent en te Laure tais-toi Mere : (en riant ) Mais Laure : (espiegle ) Aha... on s'arrete , , *. Keureuse, en- nuyeuee, honteuse, francaise, anglaise. (Elle fait bien resonner le ou' il .) . . de sorte j| ressemble au sifflement de la va- peur nui s* echappe d'une locomotive en train de s'arreter.) Hollandaise Camille: Laure : , Marseillaise, mayonnaise... . Mais tu es folle ( de plus en plus enjouee)t' aeroplane prend son vol', ( Elle fait chanter le 1 de des mots qu* elle repete " vol" et en produisant un son de trille qui fait penser aux tressaillements des toiles des ailes d 1 un aeroplane. J Folle, molle, cruelle, duel, elle, belle, tel, sel. Mere : Oh , cette enfant \ ) . . 91 (Camille se met de la partie an rep et ant lea mots en se ; Uiss fait de meme pour les mots en t* lis parlent tour a tour. C est un bourdonnement, Cacdlle t Heureuse, malheureuBe, ennuyeuse. Laure s Kile, reelle Ml SB t Kechante Laure j Sel, belle, appelle Camille t Hon ten se Miss t Verte, raorte, chante , , contents, absente. . . . • . . Chinoise, ( II faut que ceoi aoit enjoue^ enfantin, mais pas ennuyeux.) kere t (en se bourrant les oreilles) De grace fin a toutes ces terminal sonsV (Rideau ) I ette« , ) 92 (C&mille et Laure se troinrent au salon en train de causer. Bar la table ae trouyent lee livres de Miss, un cahier, une grammaire Laure , un dictionneire. Vila. Miss ra renir dans un moment. Juons a ; cache-objet, veux-tu ? Garni lie t Je veux bien, si Miss a le temps. Laure : ISlle Garni lie » Kile travaille bien. Kile ne perd pas son temps. Laure t Mais on apprend en jottant. Ce va avoir le temps. n' est pas temps per- du. Garni lie s Kile apprend rite. Laure s Kais elle fait des fautes droles, t nuelquefois. Laure : Elle dit sourent "gele". ou'ent-ce que Jamil le : Je ne nais pas Laure » Elle ne gele pas assurement par le temps G ami He n* est-ee pas o' est ? • qu* il fait a present. Gamille t Je pense bien dire G' ; est autre chose qu« elle veut . Laure s Peut-etre est-ce anglais. Gamille : Peut-etre bien Laure j Cherchons Gamille j Cherchons ? • Ca se peut Mais ou ? • ? 93 Laure Mai b dans son dictionnaire. (Caffille s'assied a la table, ou- vre le dictionnaire et commence s a chereher. Laure regarde pardessus son epaule.) Cherche dans la parti e anglaise. Camille : C'est ce que je fais, ( II murraure inoomprehenBiblement en suivant 3on doigt du haut en bas de la page. Laure : Dans les £. Camille : a' Laure : Camille : Mais peut-etre est-ce un Laure : C* ) abord, oui. "D* abord "? Pourquoi abord d' j_ ? aulieu d'un £ est vrai. Qu' ils ont un drole d'air, ces mots anglais'. Comment arrive- t-on a les prononcer Camille : II n'y a pas de Laure i Bh bien, cherche aux Camille : C est Laure * II n'y a pas beaucoup de pas Camille t Laure : 1 e . j_ ce que je vais faire ,( £ en cherchant), en anglais, n' est-ce ? Voici bien ( £ ? 1 « 1 £ 1 . prononcant a la francaise eat-ce cela . "Jelly Peut-etre Qu' est-ce que e' est ? Camille : ( Li&ant Laure s [ etonneej Quoi done ) ) Une confiture de jus de fruits. ? ) 94 Camille : Une confiture de jus de fruits. Laure : Mais.... pourquoi Kiss veut-elle toujours meler de la confiture a son parler Camille : Demande -le-lui. Laure : La voila qui arrive ( Camille s ? . Kiss entre en scene; Camille se leve.) Ne le lui demande pas maintenant, Laure. Attends qu' elle le dise. Laure j Bon * Mile. Kiss jet avec vous , voulez-vous jouer a cache-ob- ? Mi'ss i Je veux Laure : St toi, Camille Bamille s Je veux Miss : Ah oui, je sals, je me rappelle. Je veux Camille : 3ien rappele , Kile. Miss Miss : est-ce pas ? Laure Laure : Je veux • Men ? . , Men . . voulez-vous cacher l'fibjet? Men, merci, Kiss . Regardez, c' est la gomma rouge de Miss. Fermez les yeux. Camille, ne triche pas (Camille et Miss se cachent la figure dans les mains en se retournant contre le mur. Laure circule en cherchant une caehette, et cependant Kiss et Camille comptent jusqu'a, dix. Laure cache la gomme sous le dictionnaire. Ca y est ? Camille : Dix'. Laure i Oui, ca y est ', Ouvrez les yeux. Cherchez 95 (Les actions de et de Camilla en cherchant doiTent s'aceorder avec les exclamation b de Laure.} Laure ay« Vou 8 , froid, Ki«. Ne toub ea »n„ pa 18 eowaencesa avoir chaud, Camille.Fais attention. Kiss aussi Ah 1*1 , (Wile a froid a present a chaud..... tres chaud.... Oh,la-lal ss Bile brule*. Kiss i J*al 1« *. ( Les enfants se regardent, puis ils eclatent de rire.) Camille : La Toila Miss t Quelle confiture Laure t ]?on, du Kiss ; Caaille : Miss n la confiture , , ? '. C est ma gowme rouge. nous ne parlons pas de la gomme, male gele". "Gele " ? Kais oui, Kiss. Vous area dit "gele pas une confiture anglaise Kiss t K»est-ee ? Uoi, j'ai parle d'une confiture ? J*ai parte' que J*ai la goimne rouge. Laure t Vous Kiss j J»»i parte'. ... non, je veux dire, J'ai dit, • Camille i Ah avest dit, " gele ". J*ai leS J'ai la gomme. , Je coiaprends ; "Je 1'ai *. Le pronon pre- cede le verbe. 'Je l*ai Miss t Ah , , je les ai." j'oublie cela toujours les ai * " Je les ai, je . . . 9C Laure t •Nous lee avona, Camille t *Koua ne lea avona paa, voiia ne lea aTast paa." Kiaa i • Houa lea avona, voua ne lea area paa Laure t w L'avez-voua Ki8B • " J« ne 1'ai paa Camille j Bon, oontinuona le jeu. : La voila, Camille Kiaa la caches. ? owb He l'avez-voua paa Hon, non Kia8 t La aprea le verbe Camille i Sh oui, cette foia : Alora s A Caaille 1' .( ? " j*y auis, je oroia. Elle lui donne la gomme.) (Lea enfantu eclatent de rire. » . Je l'ai . Caaille Kiaa lea area, il B lea ont." Kiaa , . On dit "Cachez-la" , ? e* eat aprea le verbe comment aavoir ... . ? iaperatif , le pronon vient avant gatif, et il vient aprea a 1' an ne- affirmatif Laure t Caiaille s Kiaa 5 "Regardez-le, ne le re^ardona paa Camille t Voua y etea Kiaa : Oui, je croia que je 1'ai.... lay me down to "Cachez-la , ) ne la cachez paa. " Trouvona -lea, ne lea trouvona paa , Kiaa. alegp. Laure t *iaia..... que ditea-voua kiaa : Oh, ce n* est rien. ciation. Laure s TTn , Kiaai true a moi pour la pronon- "He la cachez paa. Cachez-la." N'oubliez paa, Kiaa, qu*il y a toujoura un trait d* union pour relier le, la, C* eat un tout petit mot, tout «eul a la fin de l ea , au verba 97 la phrase. Peut-etre ae pardrait-il sans o« bout da trait d* union pour la rattaeher. kiss | Cor- Camilla j Contlnuona Mi ae i Caches-la, Camilla, Laura t Adieu la confiture da i ; * gala»l (Le jeu recommence, ( ddeau ) j 98 VI (Laura et Gamille etudient Na la table de travail.) Men Laure : Tu aais, je aula Camille : Beaucoup de jeunes filles le sont. Laure i Je fais des fautes idiotes. Je eonfonds toujours bSte pour lea mathematiques. 7 fois 9 qui font 63 avec 8 fois 8 qui font 64. Camille : C eat pourtant trea simple. grand que 63 par un 7 Laure : par un , Vols, 64 est plus et 8 eat plus grand que . Mais 9 est plua grand que 8 par Tree simple C e8t un auasi. la faute que j'ai faite dans oe probleme. Ou eat la gomme ? ( Elle cherohe la gomme sur la ta"ble.) Camille : Je ne sais paa. Par ici quel que part. Cherche-la. Laure : C e8t ce que je fais. (Mile. Miss entre en scene.) La gomme , ou est-elle ? (Camille se leve Camille t Ou l'avez-vous miae, iSademoiselle Mias t (etonaee ) Ou ? t Eon, non ,Misa Elle n* ? ... Mais.... Je ne comprends dans la salle de bain. paa. Je lare Camille .) , paa laver*. Mais la gomme rouge! eat paa ioi sur la table. Arez-roua mia cette gomme quelque part? Ou l'avez-vous mise,Miss? (Miaa rit gentiment.) t 99 Je 1* ai mis dans... kiss x Que je suis nigaude Camilla i Kise. Miss t Je l*ai ciise dans mon eahier. Laure t Et le eahier, ou est-il Mies s II est sous le dictionnaire. Je les ai mises... Camille x Honl C* ? est mis oette fois, car il y en a deux, l*un au masculin , 1* autre au feminin. masculin qui de'cide conanent Miss s' C* est le aceorde le participe. Je les ai mis la en jouant^a cache-objet, et Je i les ai completeraent ou lies. (Laure les trouYe.) Elle commence a effacer.) Laure : Je les ai trouyes. IfiM : Alors Laure x Si J'en fais Garni lie x Et etemeliement la Laure x Corabien de fois ne l'ai-je pas faite, cette faute'. Camille x C* , ( Yoimaussi, yous faitec des fautes *, Et des betes ? ContinuellemenU meme*. est la faute que tu as apprise au lieu ds la bonne reponse. Laure ; Preei semen Miss * "Apprise, apprise ?" Qu* est-oe que Camille x C* MiM x "Apprendre, apprise *. Laure * Ou pas apprise, Miss x Surprendre, surprise j oomprendre, comprise. Camille x C* Laure x Mettre c' est ? est ce qu'on apprr-nd. est bien , s' il s'agit de ma lepon ca*. mise ; permettre, pernise: commettre, 100 commiee." Kiss j C* est compris, merci bien. (F.lls ouvre non oahier.} Garni lie, voule»-vous bien corriger lea pages de francaia que j'ai... que I'ai.... attendez, ne me elites pas«... j'ai ecriaes. que (Les enfanta eclatent de rire.) Hon, non, Visa. Gaisille s Uias t (faus.se ient lugubre Camille : Oui, l.iss, eette fois Laure : St les phrases **£ue ) j'ai ecrites." "Eorites "? c* est "eerites youb avez dites, et les fautea ;ua que yous avez produites'. Camille t Kt qw' on Kiss % Oh jr.on a decouvf rtes*. dieu*, Je rais ton jours me servir des Verb es Rejimliers qui ont le parti cipe passe prononce le meme au manor. 1 in et au f eminin, au aingulier et Comme ca, je ne ferai pas de fautes. au piurielV Camille i est plus embetant de char char incessam- Mais c' raent a eViter une forme <ue de 1' apprendre une fois pour totitee. Trourez toujours une resaem- blanee dana un groupe; ou bien une dissemblance* Lire, luejrire.ri Laure x Voir « , t j avoir , dire , dite. eu ; boire , buj receroir, reeu. Camille * Ouvrir , ourerte ; courrir, courerte ; deeouvrir, / decourerte. Miss s Pour me donner la patience d1 apprendre tout ca. • 101 il me faut repeter "broke, broken ; go, went, gone " : : break, speak, spoke, spoken; run run; swim, swam, swum , ran, " (Pendant qu'elle chantonne ces formes les enfants la regardent etonnes.) Camille t Mais qu' est-ee que Miss : Ca ? c' est que ca Ge sont les verbes anglais qui sont ment irreguliers ou' " I tene- on se trorape quelquefois. Je ne sais rraiment pas si si ? " I have swum " hare swam" Laure t Est-ce une langue Miss : luais oui, qu' on parle veritablement Laure, eouramment (Rideau ) \ ou 102 BIBLIOGRAPHY Books t Churchman, Philip H. PHONETIC GATEWAY TO FRENCH, Heath and Co., New York, Coleman, Algernon, EXPERIMENTS AND STUDIES IN MODERN LANGUAGE TEACHING, University of Chicago Press, 1934, THE TEACHING OF MODERN FOREIGN LANGU- AGES IN THE UNITED STATES, Maomillan Co., New York, 1931 Handachin, Charles H. METHODS OF TEACHING MODERN LANGUAGES , World Book Co., Yonkers,N.Y.1923. Jesperson,0. HOW TO TEACH A FOREIGN LANGUAGE, translated from the Danish, Macmillan Co., New York, 1904. Nyrop, Kr. MANUEL PHONETiqjJE DU FRANCAIS PARLE, traduit en francais par E.Philipot, Alphonse Picard & Fils, Paris, 1902. Palmer .Harold E. Tlffi SCIENTIFIC STUDY AND TEACHING OF LANGUAGES, World Book Co., Yonkers,N.Y.1917. Passy, Paul, EDITORIAL CRITIC, in International French- English Dictionary, Hinds, Noble & Eldredge,N.Y.1904 • : 103 Passy, Paul , LECTURES VARIEES MISES EH TR ANSCRIPTI OH PHONETiq,UE, Socitfttf" des Traite's, Paris. Grammars FRENCH FOR BEGINNERS, Warner and For tier, Ch. Scribner & Sons, Hew York, 1931. FRENCH GRAMMAR, Fraser and Squair, Heath and Co., New York, 1909. MODERN FRENCH GRAMMAR, Mathurin Dondo, Heath and Co., New York, 1929. LANGUAGE, LITER ATTIRE AND LIFE, Book One, Smith and Roberts, Scott, Foresman & Co., Chicago, 19 30. NEW CHARDENAL, W.H.Grosj ean, Allyn & Bacon, Boston, 1929. Secondary Education Board, REPORT OF A STUDY OF THE SECONDARY CURRICULUM, Milton, Mass., 1932. 104 Periodicals : Educational Review : THE TEACHING OF MODERN FOREIGN LANGUAGES, Samuel M.Waxman, Vol 50, pp. 82-91. THE DIRECT METHOD AND ITS APPLICATION, Anna W. Ballaed Modern Languages , Vol 51, pp. 447-456. : A NOTE ON PHONETICS IN THE CLASS ROOM, J.J.Finaley, Vol.XII.pp. 23-26. Modern Language Journal: PRACTICAL PHONETICS IN JUNIOR COLLEGE FRENCH, Algernon Coleman, Vol. I : pp. 155-162 andl93-20l. TEACHING FRENCH PRONUNCIATION BY PHONETICS, Anna W.Ballard, Vol.3, pp. 325-330. THE USE OF PHONETIC SYMBOLS IN TEACHING FRENCH PRONUNCIATION, Anna W.Ballard, Vol. 5. pp. 134-158 School Reviews FRENCH PHONETIC TRAINING IN THE UNIVERSITY HIGH SCHOOL, A.G.Bovee , Vol. 24, pp. 675-679. ON THE TEACHING OF FRENCH PR ONUNCI ATI ON, Churchman, Vol. 22, pp. 545-554. THE USE OF PHONETICS IN TEACHING ELEMENTARY FRENCH, E.B.Bahcock, Vol. 21. pp. 608- 617. THE USE OF PHONETICS IN FRENCH, C. J.Cipriane, Vol.20, pp. 516-522. 105 ACKHOWLRIXJKKNTS The writer wishes to express her thanks to those persons whose help made possible the completion of this study: To the pupils who willingly took part in the experiment; to Krs. John Bagg, who kindly allowed the use of her phonographic recording machine; to Mr. R,D.3nively, who assisted in the mechanical manipulation of the microphone; and to the teachers whose sug- gestions served as guides in developing the experiment and in securing data. Approved by // Date )22 Graduate Cctoiittee '