Résumé:
It remains difficult to identify the characteristics of language use in an environment where
multiple language practices coexist with each time variations observed. French in Algeria and
among the different varieties of Arabic and Berber is an integral part of this landscape multi
linguistic. Its use, each time changing, relevant to the present study on the socio-educational
and socio-phonetic.
Our method departs from the general progress during the work on the phonetic structure in
Algeria. We focused our analysis by working on a variety of Arabic Algerian whose structure
can not be compared to other varieties of Arabic. We are particularly interested a 09 sounds
in 32 syllabic positions in perception and 31 positions in syllabic realization in one of the two
phonetic structures of the mother tongue of 77 young speakers operating in a suburban area
northwest of Algeria.
Conditioning the realization by the perception and contrast the sounds of mother tongue with
the sounds of the foreign language learning in the latter, led us to opt for the model SLM
Flege James to consolidate our contrastive approach.
After our work enshrined in its theoretical basis, we analyzed each sound perceived and
performed correctly and incorrectly in a segment and a different position from each
informant. We then crossed the so-called external variables (age, sex, geographic location,
level of exposure to French) and analyzed social criteria to identify the origin of phonetic
variation and the type of transfer lines articulatory , either infrastructural (within one and the
same structure) or between structural (between two different structures).
The results we have obtained have allowed us to develop the language of younger speakers
and offer them an education that draws its resources from their phonetic prerequisites and
whose objective is to regulate the phonetic variation in achievement and perception. This
regulation is achieved through a systematic correction that builds and supports various
educational activities as listening to songs, reading poetry, completed questionnaires and
exercises to discrimination.
