Pronunciation problems that Tanzania learners encounter in learning French.

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University of Dar es Salaam
The purpose of this study was to investigate pronunciation problems that Tanzanian learners encounter in learning French and to suggest ways of overcoming the problems. Contrastive Analysis, Error Analysis and Interlanguage directed the study at the theoretical level. The study, conducted in Dar es Salaam region, focused on 3 selected educational institutions: Kibasila Secondary School, Zanaki Secondary School and the University of Dar es Salaam. It involved the French teachers and students in those institutions. Document reviews, questionnaires, and observations were used as methods of data collection for the study. A pretest was conducted before the study itself. Qualitative and quantitative procedures were used in data analysis. The findings of the study indicate that some French sounds pose pronunciation problems to many Tanzanian learners. The sounds are /y/, /¶/, /f/, /e/, /a/, /o/, /ã/, /e/, /R/, /3/. Some of the reasons which cause these problems are; the vernacular, Kiswahili or English interference, the difference in orthographic systems between French and Kiswahili, the use of erroneous forms in teaching procedures, the proximity to place or manner of articulation of some French sound, lack of motivated activities and the teacher incompetence. In view of the research findings, various ways were suggested to improve the situation. These include: contrasting Kiswahili sounds with French sounds, early introduction of French in schools, the use of the language laboratory, description of sound production, sound discrimination using minimal pairs and the use of the communicative language teaching approach.
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French language, Learning, Pronunciation problems, Tanzania
Omary, S. (2002). Pronunciation problems that Tanzania learners encounter in learning French. Masters dissertation, University of Dar es Salaam. Available at (