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            <title xml:lang="en">Realisation, elision and intrusion of /h/ in French learners of English</title>
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                <title xml:lang="en">Realisation, elision and intrusion of /h/ in French learners of English</title>
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                <term xml:lang="en">Glottal fricative</term>
                <term xml:lang="en">French</term>
                <term xml:lang="en">English</term>
                <term xml:lang="fr">Acquisition L2</term>
                <term xml:lang="fr">Anglais</term>
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              <p>As the phonological systems of English and French diverge both at the segmental level and at the prosodic level, French learners encounter difficulties with English pronunciation. One example is the glottal fricative /h/ since it is absent from the French phonemic inventory–with the exception of the onomatopoeia “haha” to express laughter. Following studies by Exare (2017) and Kamiyama et al. (2011), this paper aims to provide further empirical evidence of the realisation, elision, and intrusion of /h/ in French speakers’ English productions. The learners were university students who did not major in English. The participants were given three tasks, i.e., word reading, sentence reading, and spontaneous speech. Auditory analyses were then carried out by the researcher. Results show four speaker-profiles: (1) /h/ is absent altogether; (2) /h/ is accurately realised; (3) /h/ is accurately realised in addition to regular occurrences of intrusive /h/; (4) only intrusive /h/ occurs. Although the speaking task has an influence on intra-speaker variability, intra-speaker consistency has been observed, with participants belonging to one of the above learner-profiles. Also of interest were the differences between men and women. These results suggest that different teaching strategies should be established to better suit the needs of the different profiles.</p>
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              <p>Comme les systèmes phonologiques de l’anglais et du français se distinguent à bien des égards, à la fois au niveau segmental et au niveau prosodique, les apprenants francophones rencontrent d’importantes difficultés avec la prononciation anglaise comme, par exemple, la fricative glottale /h/, absente de l’inventaire phonémique du français – à l’exception de l’onomatopée haha qui traduit le rire. À la suite des études d’Exare (2017) et de Kamiyama et al. (2011), l’objectif de cet article est d’apporter des preuves empiriques de la réalisation, l’élision et l’intrusion de /h/ dans des productions d’anglais d’étudiants francophones non-spécialistes de l’anglais. L’analyse auditive du corpus, composé de trois tâches (lecture de mots, lecture de phrases et discours spontané), fait ressortir quatre profils d’apprenants : (1) le /h/ est absent ; (2) le /h/ est correctement réalisé ; (3) le /h/ est correctement réalisé et le /h/ intrusif est récurrent ; (4) seul le /h/ intrusif est produit. L’étude montre une certaine cohérence intra-locuteur, mais il existe en parallèle une variabilité importante selon le type de tâche, ainsi qu’une différence entre les femmes et les hommes. Ces résultats mettent en exergue l’intérêt d’adapter les stratégies d’apprentissage à ces différents profils.</p>
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