Une didactique des langues étrangères ciblant l’acquisition des formes phonologiques peut sans doute être profitable à tous les élèves

Abstract

A comparison of the effect of two focus-form teaching methods on the acquisition of phonological representations of French as a foreign language by three dyslexic pupils suggests that these pupils may benefit from focus-form teaching, even for the acquisition of procedural representations. Implicit teaching taught in an action-oriented communicative method enabled the observed dyslexic pupils to improve their ability to discriminate and to maintain verbal information in working memory, as well as their receptive vocabulary, in the same way as focus-form explicit teaching. However, explicit instruction for the observed dyslexic pupils appears to be more conducive to learning pronunciation.