本研究的將重點放在臺灣教師在法語發音教學時使用學習者熟悉的語 言。台灣的法語學習者一般都說台灣中文(國語)，並以英語作為第一外 語。這兩種語言是對他們學習法語有影響的主要語言(Landron 等人，2018 年)。為了深入了解台灣教師的做法，我們在 2020 年 6 月至 2020 年 9 月 期間，透過中華民國法語教師協會(APFT)發了一份線上問卷，提出了 以下問題:「在課堂上，你是否提及學習者的已知語言來進行法語發音教 學?」以及「為什麼?如果答案為是，是哪些語言?」學習者熟悉語言可 被認定以兩種方式使用:第一種方式是將學習者熟悉的語言作為課堂上的 中介語言，也就是指老師授課時使用的語言。第二種的可能用途是明確提 及這些語言，將它們與法語進行比較，並強調這些語言之間的異同。這些 選擇是根據教師或機構提出的優先事項所構成的，一方面利於教師的講解， 另一方面讓學習者習慣目標語言。在本文中，我們從收到的 28 個回覆裡整 理出結論。我們看到教師普遍意識到使用或不使用母語作為中介語皆有其 困難之處，雖然有些人認為母語有利於學習法語發音正面轉移的可能性， 但很少有人明確設想兩種語言的比較以避免負面轉移。
This study focuses on the use of languages known to learners by teachers in Taiwan in teaching French pronunciation. Taiwanese learners of French generally all speak Taiwan Mandarin Chinese (guoyu) and learn English as their first foreign lan- guage. These two languages turn out to be the main languages that influence their learning of French (Landron et al., 2018). In order to better understand the practic- es of teachers in Taiwan, we distributed an online questionnaire between June and September 2020 in the distribution channels of the association of French teachers in Taiwan (APFT) and we asked the questions in particular: “In class, do you refer to the languages known to the learners for the pronunciation of French? and why? And if so, which languages?” The use of the languages known to the learners can be envisaged in two ways: The first use of the languages known to the learners is as a mediating language, the language that the teacher uses to give the course. The sec- ond possible use is to explicitly refer to these languages to compare them to French and highlight the similarities and differences between these languages. The choices are structured globally on the priorities put forward by the teachers or the institu- tions with regard to, on the one hand, facilitating the explanations and, on the other, getting the learners accustomed to the target language. In this article, we review the 28 responses we received to these questions. We will thus see that teachers are generally aware of the difficulties linked to the use or not of the L1 as a mediating language and that if some see in the L1 the possibility of encouraging the learning of French pronunciation with positive transfers, few explicitly consider comparing languages to avoid negative transfers.