چکیده:
Le présent travail est une étude phonologique portant sur le point de vue de Pierre Léon
quand il aborde la difficulté de la production des groupes consonantiques du français par les apprenants, en général, et les iraniens, en particulier, dans son livre Introduction à la phonétique corrective. La question posée tourne autour des difficultés les plus importantes engendrées lors de l’apprentissage du français langue étrangère. Toutes les langues ne présentent pas les mêmes caractéristiques ni les mêmes difficultés et les apprenants de langue maternelle différente et surtout éloignée, se servent d’une stratégie simplifiant la prononciation telle insertion d'une voyelle qualifiée de parasite en début du mot, au sein du groupe consonantique. Selon Léon, cette voyelle parasite serait proche d'un /a/ chez les apprenants iraniens. Nous avons vérifié cette hypothèse auprès de ces derniers à l’Université d’Ispahan, en comparant leurs habitudes linguistiques et la structure du système phonétique de farsi avec ce que propose Léon. Les résultats montrent que contrairement à ce qu’il dit, dû au phénomène d'harmonisation, cette voyelle n’est pas une /a/, mais pour des raisons phonologiques elle ressemblerait plutôt à une /e/. Dans certains cas, elle tend vers une /o/.
در این مقاله، ما به مطالعه نقطه نظر پیر ليون درباره دشواریهای تلفظ گروههای صامت زبان فرانسه بطور اعم و نزد دانشجوی ایرانی بطور اخص، همانطور که در کتاب درامدی بر اواشناسی اصلاحی بیان شده است میپردازیم. دشواری این تلفظ سبب بروز یک مصوت اضافه به عنوان پارازیت بین دو صامت این گروه، در راس کلمه میشود. بر اساس نظریه پیر ليون در کتاب مذکور، این مصوت نزد فراگیران ایرانی / -/ میباشد. نگارندگان این مقاله این نظریه را نزد دانشجویان ایرانی در دانشگاه اصفهان به تحقیق و بررسی گذاشته و در ضمن به مقایسه عادات زبانی ایرانیان و سیستم اوایی فارسی پرداختهاند. نتایج بدست امده نشان میدهد که برخلاف انچه ليون میگوید، طبق پدیده یکسوشدگی، این مصوت / -/ « ٲ » نمیباشد و بدلایل اواشناختی بیشتر به سمت / -/ « ٳ » و در بعضی موارد /- /« ٱ » سوق دارد.
In this study, we investigated Pierre Leon paradigm about the problems in
pronunciation of consonant groups in French language which cause the production of a parasite vowel
between two consonants in this group as he explained in his book “Introduction a la phonetique
corrective”. According to Leon’s point of view, this vowel is /a/ among Iranian learner's pronunciation.
We assessed this concept through our research in Iran at the University of Ispahan. Furthermore, we
compared Farsi linguistic habits and their pronunciation structures with what Pierre Leon says. Finally,
in spite of what Pierre Leon says, our results showed that due to phonologic reasons this vowel is not /a/
but tends to be more /e/, or occasionally /o/.
For this purpose, a number of students at the University of Ispahan were tested. It should be noted
that all understudied students' mother tongue was Farsi and due to the localization, no students with
Turkish, Northern, Kurdish and/or Baluchi mother tongue were among the subjects. Our population in
this article is thirty students between twenty to twenty-five years old. To perform the test, Students were
suggested to read a text containing words with the desired characteristics and we analyzed their
productions. The students were willing to read French words according to universal structure (CV) and
at the first syllabus at the beginning of the word they pronounced a vowel between two consonants and
even if a vowel was pronounced at the final position, it would be /a/ or /e/.
We recommended some words with the desired structure, words that have two consonants at the
beginning: tres, prendre, clair, etc.
All foreign language learners must first learn the correct pronunciation of the target language in order
to build the next skills on it. Without reading strategies, elementary learners can't enhance their
comprehension and reading skills. Learners of a foreign language should learn its pronunciation
characteristics, accept its differences and get used to these changes in progress of learning that language.
The purpose of this article is to find the intended vowel and learners' strategies when pronouncing
these structures. The learner changes the word and pronounces it according to his or her own language
structures. This wrong pronunciation gets fixed and fossilized and if not correct at the beginning of
learning process, it will remain until advanced levels. We tried to recommend the most popular
consonant groups in French to learners. Results show that there is no difficulty in pronunciation of these
consonant groups at medial and final positions for Iranian learners. The muscle tension causes the two
contiguous consonants to be pronounced firmly and without any intermediaries. In French, this clarity
impression is shorter than in any other languages, and unfortunately Iranian learners do not realize this feature at first. Billieres believes that if learners don’t hear the target language sounds properly and don't recognize them, they will pronounce them incorrectly, and vice versa. Therefore, it is very important to pay attention to Auditory comprehension from the very beginning stages of learning French and according to the principle of deafness, every person's hearing system works according to the principles of mother tongue from childhood and acts selectively to understand sounds. These structures are mostly common by cons+r and cons+l formulas in French which appear in different positions in the words, for example; tres, attrait, etre. This is the fact that Iranian learners' difficulties in pronunciation of these groups are in initial position, for instance, prendre, tres, clair, frite. They used to cv(c)(c) structures, they face problems with ccv and cccv structures which is the source of other problems. Learners assimilate target language sounds with native language (mother tongue) sounds and add a vowel sound between two consonants. As Leon utters this sound among learners is /a/. Due to the fact that the lexical structure in Farsi is different from French. Farsi does not recognize structures with two consonants at the beginning of a word, we observed pronunciation problems in learners. It is observed through learning of these words, Iranian learners inadvertently put a vowel between those two consonants and pronounce the words. As mentioned above Leon says "this vowel is /a/" but research results show mostly the vowel tends to /e/. Even in some cases, it is seen learner acts according to vocalic harmonization theory, for example even if the word itself has the vowel /o/ added a vowel looks like /o/. Theories show that the cause of these changes is rooted in the very important phonetic properties in French: Muscle Tension or Release. It seems that teacher should remind their students the important role of the muscles in learning French language at the very beginning of learning process so in long time, learners learn the distinguish between muscle tension and release. Also it seems that Economy of Language phenomenon has an important role in the release and learners choose the easiest way to pronunciation which is adding a vowel. It is very important that teacher should remind the important role of the muscles in learning French at the very beginning of learning process so in long time, learners learn the distinguish between muscle tension and release. Intense muscle release and tension make vowels to transfer their characteristics to each other. In fact, the habits of Iranian language and Farsi language cause adding /e/ between two consonants. Leon says that in pronunciation of these structures in French, it is the muscle tension that makes the vowels clear. There are few languages in the world that know this type of muscle tension and most languages in the world do not know this phonetic system. When phonological convergence occurs, Iranian learner produces the parasite vowel and converts it according to the next vowel in the word. Even in the words that the next vowel is /a/, Iranian learner adds /a/ as parasite vowel between consonant group and it will never be /e/. For example, in the word "clamer" learner pronounces /kelame/ not /kalame/. It should be mentioned that we observed when pr, tr, kr structures exist in the middle of the word, this doesn't happen and true pronunciation will be done, for example; attraper: /atrape/. In other words, when a vowel sound presents at the beginning of the word it helps to consonant group pronunciation. In the case of French words that have entered Farsi since the past, such as pli, Farsi speakers pronounce it in Farsi dialect /pili/