چکیده:
Educationalists and methods designers realize that a good command over a foreign
language depends on following supra-segmental elements consisting rhythm and
intonation, which are considered as the first step towards mastering the pronunciation of
a language.Among the supra-segmental elements, we focus on the rhythm. Since, it has
been clear that despite having good pronunciation of sounds and consonants separately,
most of Iranian learners of FFL, fail to realize the correct rhythm of the French language.
In this article, we try to know why Iranian FFL learners of make little attention to the
correct rhythm of French or why are they totally indifferent?
In fact, our goal is to find the cause of various errors in the use of the correct rhythm
among Iranian FFL learners. We realized that there is a significant relationship between
age, gender and level of participants with the rhythm production and the same is true for
L1 and the first foreign language (English in Iran) which are most dramatic obstacles for
learning and the correct rhythm production.
خلاصه ماشینی:
"The Role of Rhythmic Elements in Oral Production Among Iranian FFL1 Students Sana Delbakhsh2, Rouhollah Rahmatian3, Parivash Safa4 Received: 2016/2/28 Accepted: 2016/11/21 Abstract Educationalists and methods designers realize that a good command over a foreign language depends on following supra-segmental elements consisting rhythm and intonation, which are considered as the first step towards mastering the pronunciation of a language.
In addition, by performing syntactic and semantic decompositions, they facilitate the understanding of the statement (Quebec Educational Office of the French language, accessed 21 September 2015) On this idea, educationalists and methods designers realize that a good command over a foreign language depends on following supra-segmental elements consisting emphasis, rhythm, tone, speed and intonation, which make up the first step towards mastering the pronunciation of a foreign language (Rahmatin, 2002).
Despite having proper pronunciation of sounds and consonants (the elements segmental), most of Iranian learners of FFL, even in an advanced level, fail to observe the correct rhythm of the French language and the rhythmic group.
3. Results To realize the details of difficulties of Iranian students learning the rhythm and, more specifically, to find the relationship between three factors of age, gender and level of learners as well as the correct application of rhythm, we analyzed data collected by PRAAT software.
The role of elements such as mother tongue and the first foreign language (English among Iranians), the complexity of French rhythm, age and level of learners were insignificant in learning and even inproducing the rhythm."