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  • 1.
    Stridfeldt, Monika
    Dalarna University, School of Humanities and Media Studies, French.
    Guichon, Nicolas & Marion Tellier (eds.) (2017), Enseigner l’oral en ligne. Une approche multimodale. Paris: Les Éditions Didier2019In: Moderna Språk, ISSN 2000-3560, E-ISSN 2000-3560, Vol. 113, no 1, p. 263-265Article, book review (Other academic)
  • 2.
    Stridfeldt, Monika
    Dalarna University, School of Humanities and Media Studies, French.
    La production du schwa par des apprenants suédophones de FLE2017Conference paper (Other academic)
    Abstract [en]

    The pronunciation of French schwa by Swedish learners of French

    The purpose of this paper is to examine the pronunciation of French schwa by Swedish learners of French as a foreign language. The study investigates how the learners deal with schwa deletion (mute e), which is a very frequent phonological process in spoken French, and also how the learners pronounce the schwa when it is not deleted.

    The corpus used for this study was built in the context of the international project IPFC (Interphonologie du français contemporain), and consists of recordings of learners with Swedish as their mother tongue.

    Thirty learners participated in the first part of the study. Their task was to read and repeat isolated terms from two lists of words and to read a short text. The results show that many learners have difficulties in pronouncing French schwa correctly. In fact, they often pronounce it as [e] or [ɛ] (e.g. revanche pronounced [ʁevɑ̃ʃ] instead of [ʁəvɑ̃ʃ]). This problem often persists even for very advanced learners, even though learners who have spent at least six months in a French-speaking country generally have better results than those who have spent less time in the target culture. However, there is a wide variation among learners and also from one word to another. As to schwa deletion, the results show that the students delete very few schwas. Moreover, the results indicate that the learners do not produce schwa deletions that involve left attachment of the word’s first consonant with the preceding word across the lexical boundary (e.g. dans le coin [dɑ̃l.kwɛ̃]). 

    The part of the corpus used for the second part of the study consists of dialogues between 10 of the students. The analysis shows that the learners make more schwa deletions in conversation than when they read a text (as studied in the first part). Compared to native French speakers however, the learners make fewer schwa deletions, especially in the initial syllable of polysyllabic words (e.g. semaine, demi). The learners do not make any incorrect schwa deletions, unlike what has been observed among Dutch learners. When it comes to the vowel quality, fifty percent of the students pronounce most schwas correctly, while the other half often pronounce the vowel incorrectly as [e] or [ɛ]. Even some of the students who lived for several years in France have problems with the pronunciation. The results also show that schwa is better pronounced in monosyllabic words (e.g. je, le) than in polysyllabic words.

  • 3.
    Stridfeldt, Monika
    Dalarna University, School of Humanities and Media Studies, French.
    La production du schwa par des apprenants suédophones de FLE2019In: Bergen Language and Lingustics Studies, ISSN 1892-2449, E-ISSN 1892-2449Article in journal (Refereed)
  • 4.
    Stridfeldt, Monika
    Dalarna University, School of Humanities and Media Studies, French.
    Les suédophones2017In: La prononciation du français dans le monde: du natif à l'apprenant / [ed] Detey, Racine, Kawaguchi & Eychenne, Paris: CLE International, 2017Chapter in book (Refereed)
  • 5.
    Stridfeldt, Monika
    Dalarna University, School of Humanities and Media Studies, French.
    Muntlig interaktion i det virtuella klassrummet – möjligheter och utmaningar2017Conference paper (Other academic)
    Abstract [sv]

    Muntlig interaktion i det virtuella klassrummet – möjligheter och utmaningar

    Nätbaserad utbildning har utvecklats på senare år och erbjuds nu vid fler lärosäten än tidigare. Det finns all anledning att tro att den är en del av framtiden. Till skillnad från traditionella distanskurser där deltagarna har lite eller ingen kontakt med varandra, går utvecklingen mot nätbaserade kurser där deltagarna har möjlighet att interagera i realtid med varandra och med läraren via synkrona nätbaserade seminarier.

    Den första terminen i svenska högskoleutbildningar i franska (och även övriga romanska språk) brukar innehålla en delkurs i muntlig språkfärdighet, som går ut på att studenterna ska träna upp sin muntliga färdighet genom att kommunicera muntligt med varandra. I dessa kurser brukar även ingå fonetikstudier och uttalsträning i någon form. Hur kan sådana kurser gå till när inte lärare och deltagare träffas fysiskt? Jag tänker här presentera mina erfarenheter och reflektioner kring de möjligheter och utmaningar läraren ställs inför när det gäller muntlig interaktion i det virtuella klassrummet. Vilka förutsättningar krävs för att undervisningen ska fungera? Hur upplever studenterna, enligt kursvärderingar, att den muntliga interaktionen fungerar i det virtuella klassrummet? Jag kommer också att beröra hur dagens informationsteknologi ger studenterna helt nya möjligheter, jämfört med för bara några år sedan, att lyssna på och träna språket även utanför klassrummet.

  • 6.
    Stridfeldt, Monika
    Dalarna University, School of Humanities and Media Studies, French.
    Muntlig interaktion i det virtuella klassrummet – möjligheter och utmaningar2020In: Romanistiken i Sverige – tradition och förnyelse / [ed] Andreas Romeborn, Elisabeth Bladh, Kriterium , 2020Chapter in book (Refereed)
  • 7.
    Stridfeldt, Monika
    et al.
    Dalarna University, School of Humanities and Media Studies, French.
    Lindgren, Charlotte
    Dalarna University, School of Humanities and Media Studies, French.
    Apprentissage en ligne du français: une perspective gérontologique2019In: Synergies Pays Scandinaves, ISSN 1901-3809, E-ISSN 2261-2807Article in journal (Refereed)
    Abstract [en]

    To adapt to older students, we conducted a study consisting of a perception test and a survey related to French taught online at our university. The purpose of this study was to see how oral perception, comprehension and communication work in online synchronous seminars. The results were positive. The comprehension of French sounds online works quite well for our learners regardless of their age, and the students themselves find that perception and oral comprehension during synchronous online seminars works well. In addition, no respondent found that cooperation across ages was a problem.

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