This study investigates the role of phonetic training in improving pronunciation accuracy among Nigerian learners of French as a Foreign Language (FLE). Despite advancements in FLE pedagogy, phonetic challenges persist, particularly for learners whose first languages (L1) have phonological systems that differ significantly from French. Nigerian learners, for example, face obstacles in mastering phenomena such as vowel elision, rhythm, and intonation, often leading to errors in oral production. These difficulties are compounded by interference from their L1 and inadequate emphasis on phonetics in classroom instruction. The research adopts a case study approach, focusing on final-year French students from a Nigerian university. To evaluate the effectiveness of phonetic training methods, a combination of pre-and post-training pronunciation assessments, classroom observations, and interviews with students and instructors is used. The study draws upon key phonological theories and frameworks, including phonetics and phonology distinctions, elision phenomena, and the International Phonetic Alphabet (IPA). Findings reveal that targeted phonetic training significantly enhances pronunciation accuracy, particularly in addressing specific issues like vowel elision and stress patterns. However, persistent challenges highlight the need for culturally adaptive teaching strategies, including integrating phonetic drills and audio-visual tools into FLE curricula. This study contributes to the growing body of research emphasizing the critical role of phonetics in foreign language acquisition and offers practical recommendations for enhancing the teaching of French phonetics in Nigerian contexts. By addressing the phonetic challenges faced by Nigerian learners, this research aims to bridge the gap between theoretical phonetics and effective pedagogical practices, fostering improved oral proficiency in FLE. Keywords: Phonetic training; pronunciation accuracy; Nigerian learners; FLE; vowel elision; rhythm; intonation; oral production; L1 interference; pedagogy
Awodeha et al. (Fri,) studied this question.