The learner's native language(s) have an impact on second language acquisition. All speakers ‘ languages share the processes that enable their functioning and also their knowledge repertoires, such as the phonological repertoire (Flege, Bohn & Jang, 1997; Kartushina & Frauenfelder, 2014). The functioning of languages and their common repertoires can generate cross-linguistic interferences and transfers, which either hinder or facilitate second language acquisition. Phonological interferences affect perception, storage and processing of working memory, oral production, and possibly vocabulary acquisition. So far, few empirical studies have examined how this knowledge can be implemented in teaching methods aimed at overcoming difficulties induced by interferences that unfold over time.
This study aims to compare the effect of an explicit didactic approach, on the one hand, and a communicative and action-oriented approach, on the other hand, both based on the same vocabulary and the same interferences. The measured variables estimate the maintenance of verbal information in working memory, discrimination, pronunciation, acquisition of phoneme-grapheme correspondences and the level of receptive vocabulary.