近年來法語教學理論多著墨於聽力的加強，口語表達則以溝通情境為導向，針對 出自學習者本身的困難則少有探究。教學過程中口語表達常以發音、文法為學習目標，語音 學中的韻律問題則較被輕忽。觀察學生在學習外語的過程中，受到環境限制、心理障礙或基 本語言傳達等問題的層層羈絆時，大多數外語教學者歸因於不敢開口。本文提出韻律問題中 較具關鍵性的速度、音韻兩大因素及其相應的解決策略以嘗試突破法語教學中口語表達的瓶 頸。
Most research work in the field of French Didactics has been focused on the improvement of oral comprehension as well as oral expression. However, in the area of oral expression, most pedagogues often concentrate on pronunciation and French grammar; very little emphasis is laid on the problem of rhythm in the study of phonetics. As a result, most teachers attribute the problem of refraining from oral exercices to the intrinsic problems such as lack of learning environment, physical barrier, or fundamental problems of communication. As a remedial measure, this paper focuses on the two key factors, i.e., pace and rhythm of speech, in the study of prosodic problems and presents respective resolutions. The essentiel goal is to achieve a breakthrough in the pedagogical process of oral expression.
