Abstract:

The widespread acknowledgment of pronunciation as a foundational aspect of second language (L2) acquisition is apparent in the global increase in early foreign language (FL) instruction in elementary schools. Recognizing this, the study delves into segmental difficulties among Tunisian learners of French L2, a field with limited existing research. Furthermore, the research investigates the impact of task types on pronunciation accuracy within this learner population. Through an in-depth analysis involving 68 participants, the study concentrates on challenging phonemes (/ɑ̃, ɛ̃, y, e/) and employs four distinct tasks: word reading, sentence reading, picture identification, and storytelling.

The findings, derived from a mixed-method analysis, consistently highlight difficulties with the [ɛ̃] and [y] sounds across all tasks, revealing specific areas of vulnerability in pronunciation for this learner population. Additionally, noteworthy differences in mean scores across tasks underscore the significance of considering task difficulty in both language instruction and research. Interestingly, the most controlled task proves to be the most challenging, emphasizing the necessity for tailored pedagogical strategies.

In conclusion, targeted instruction focusing on problematic segments and incorporating various task types is crucial for enhancing learners' proficiency in French L2 pronunciation. Furthermore, the study underscores the importance of integrating pronunciation instruction into language curricula to facilitate comprehensive language acquisition and effective communication.

Keywords:

Pronunciation, French L2, segmental difficulties, task types.