Can the regular use of target language phonics reduce the dependence on class teachers in MFL and therefore lead to greater independence in learning without compromising the quality of new language acquisition?

Abstract

This research considered whether the regular use of target language phonics reduces the dependence on class teachers in MFL (modern foreign languages) and therefore lead to greater independence in learning without compromising the quality of new language acquisition? In applying qualitative (questionnaires) and quantitative (testing) research methods to an in-class study I was able to identify how phonics can positively impact upon the student’s ability to identify, understand and pronounce new sounds in a language (in this case French) and how this affects their overall confidence in their use of a language. The findings of my research would support the inclusion of explicitly taught phonics in MFL as it can enable greater autonomy in language learning as the student gains confidence and proficiency in the sounds and can therefore learn new words and use them without recourse to their teacher.