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This study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate). These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks. Resume Cette etude examine la relation entre l’enseignement explicite de la prononciation en francais langue seconde (L2) et l’evaluation de l’accent, de la comprehensibilite et de la fluidite par des locuteurs du francais. L’etude compare les evaluations des productions orales de 30 apprenants adultes du francais L2 avant et apres un cours de phonetique de 15 semaines ciblant les segments, la prosodie, la fluidite et les phenomenes de resyllabification tels l’enchainement. Les productions provenant d’une tâche de lecture a haute voix et d’une tâche de narration spontanee d’une histoire illustree ont donc ete soumises a l’evaluation (sur echelles de type Likert) de 20 juges naifs. Les resultats montrent que les apprenants se sont ameliores dans toutes les dimensions evaluees de leur production, particulierement en narration spontanee. On note par ailleurs une correlation entre les jugements lies a l’accent et ceux lies a la prosodie (precision des contours intonatifs, etendue de la variation tonale). On remarque aussi que les jugements de fluidite et de comprehensibilite sont en lien avec certains phenomenes de fluidite (moyenne du temps de parole entre les pauses, hesitations). On discutera de la pertinence des resultats pour l’apprentissage de la prononciation L2 et on abordera en parallele la relation entre l’enseignement, les dimensions de l’oral appreciees par des juges naifs et la performance a l’oral dans diverses tâches.

Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings