Un nouveau terrain d’enquête : la compétence phonologique des futurs enseignants

[Autom. eng. transl.] In this article, we propose a reflection on the role of phonetics in the training of teachers of FLE in Italy. Firstly, we evaluate the place devoted to phonetic-phonological competences in the official texts, both at national level (DM 249/2010, La buona scuola) and at European level (European profile for the training of language teachers European Portfolio for the Initial Training of Language Teachers). Secondly, we present a case study of TFA 2014-2015 participants in our university, to whom we submitted the protocol proofs of the project Interphonologie du Français Contemporain. We compare the responses to a self-assessment questionnaire on phonetic-phonological skills with their performance in IPFC reading and repetition tasks, targeting the production of labialized anterior vowels, in order to evaluate the opportunity to implement a targeted intervention in the teacher training path.