Effekte von Aussprachetraining im Klassenverband bei frankophonen Deutschlernenden

The efficiency of pronunciation training in the classroom in French learners of German was studied. To this end the German vowel length contrast and word initial [h] productions were examined. For this purpose, a speech corpus was compiled, which contains recordings of the learners’ speech assignments over a university semester. Acoustic analyses of the speech productions indicated that French learners of German showed progress over the semester only for word initial [h] at the beginning of words, while their productions of the German vowel length contrast neither improved nor worsened.