Étude analytique des difficultés articulatoires en lecture des apprenants à l’école primaire

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Résumé

In Burkina Faso, French is taught and learned at primary school through a variety of subjects such as oral expression, written expression, grammar, conjugation, spelling and reading. As far as reading is concerned, it has been found that learners have a variety of problems during reading sessions. They have difficulty with articulation and pronounce sounds and words incorrectly. So, what is the typology of articulation difficulties in reading and what explains this poor pronunciation of sounds and words? The aim of the study is to analyse the factors associated with this dysfunction in pupils in the early stages of their schooling. In our mixed-method approach, we opted for field surveys. This was done through audio recordings and observation of learners reading texts. Analysis of the corpus revealed that learners were confronted with articulatory difficulties in reading, manifested by word distortion and poor diction. Strategies were proposed to remedy these reading pronunciation difficulties.

Mots-clés

pronunciation ; phonetics ; phonology ; segmentation ; suprasegmentation