This work proposes to anchor the didactics of pronunciation in foreign languages within the framework of pronunciation mediation - in partial opposition to a paradigm of "corrective phonetics".
Based on an inventory of language didactics and phonetics-phonology, but more broadly in human sciences, the theoretical-practical course offered by this work will accompany the reader in the deconstruction of commonly accepted representations or the revision of certain concepts in the light of other theoretical frameworks.It will be a question of considering any device as centered on the development of an agency of the learner who will be able to define his own objectives in terms of choice of standards and construction of translanguage identity.The teacher is thus a mediator (vs. a role model) in the development of this responsibility by recognizing that each learner will have different needs, goals and backgrounds.
