This study investigates the influence of oral training on reading out loud in French as a Foreign Language (FFL). Based on the implicit prosody hypothesis by Fodor (2002), we venture that working on the phonetic correction orally will improve speaking fluency, as well as reading fluency, and facilitate the decoding of the written test. We think that the impact of this training will be stronger with beginner than advanced learners. In order to test these hypotheses, we have conducted two longitudinal studies with English FFL students. We have measured the students’ fluency before and after training. The acoustics and perceptive results of the first study have confirmed our hypothesis and supported our methodology. In the second study, we follow up on these results on a larger-scale longitudinal study, designed to systematically compare the impact of two phonetics teaching methods on reading skills for FFL learners of French: the Articulatory Method (AM) and the Verbo-Tonal Method (VTM). We have also tested one of the presuppositions of the Structuro-Global Audiovisual Methodology (SGAV) – from which comes the VTM – according to which readings and writings activities should be delayed until students’ phonetic and prosodic skills have reached a basic and steady level. Our data support our hypotheses: only the students who have received VTM classes have improved their reading fluency. Furthermore, the introduction of reading activities during the training has caused a decline in all the students' fluency. Thus mastering second language prosody is essential before introducing reading or writing activities.
