The Influence of Learning Duration and Task Type on the Realization of French Connected Speech by Indonesian Learners

Abstract

one of the most significant features of the French language.  The linking phenomena such as liaison, enchaînement, and élision in this language are not found in Indonesian. This poses a particular difficulty for students whose first language is Indonesian in mastering oral competence in French. The purpose of this study is to explain the influence of learning duration (competence) and language practice differences on the realization of these three phenomena. The participants in this study were 44 French language students in their fifth and sixth semesters at the University of Lampung. This study used a mixed-method approach with reading and speaking tests as well as interviews as data collection techniques. Data analysis was supported by the use of PRAAT software. The results showed that, in general, the level of realization was élision > enchaînement consonantique > liaison > enchaînement vocalique. Eliminating was more acquired than inserting sounds in word sequences. In this study, the duration of French language learning (competence) was found to have no effect on the level of realization of the three phenomena. On the other hand, in general, the level of realization of the three phenomena in direct speech was higher than in reading texts. Differences in the phonological system and the transparency of the phoneme-grapheme relationship between the first and second languages, as well as a lack of understanding of concepts and exposure to communication by native speakers, are some of the factors that influence the realization.