Assessing Pronunciation in an EFL Context: Teachers’ Orientations towards Nativeness and Intelligibility

Bøhn, Henrik; Hansen, Thomas P.

doi:10.1080/15434303.2016.1256407

Cited by 24 publications

(14 citation statements)

References 33 publications

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“…The different scores given by the researcher and the inter-rater could be the subject of another study because the differences may be due to various reasons, such as experience, professional background, etc. This is corroborated by Bøhn and Hansen (2017), who underline that more work is needed to understand raters' orientations, EFL teacher's attitudes regarding the assessment of intonation, and other aspects related to different combinations of pronunciation features.…”

Section: Future Researchmentioning

confidence: 70%

Developing middle school students’ English pronunciation using educational videos in the classroom

Illescas

Heras

2021

Rev. Publicando

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This study examines the extent to which middle school students improved their pronunciation through the use of educational videos and what their perceptions were about this technique. The study was carried out at a public educational institution in Cuenca – Ecuador. Sixty-five ninth-graders participated: 33 students (15 boys and 18 girls) were part of the intervention group, and 32 students (15 boys and 17 girls) were part of the control group. The study used a mixed-method approach, so both quantitative and qualitative data were collected. The students took a pre- and a post-test based on a reading aloud activity to measure their level of pronunciation. Furthermore, at the end of the study, they were invited to complete a questionnaire with open-ended questions about the use of videos in class. During the ten weeks of the treatment, the intervention group received classes that included the regular use of videos, while the control group received their usual classes with the researcher; no videos were used at all. The final results showed that students’ perceptions in the intervention group regarding the use of videos in the class were mostly positive; they considered videos useful for the improvement of pronunciation because they heard the correct pronunciation and could observe facial movements, which helped to acquire better pronunciation. Further, the statistical analysis of the scores given in the pre- and post-test by both evaluators (researcher and inter-rater) showed that there was an improvement in the students’ pronunciation skills in the intervention group.

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Section: Future Researchmentioning

confidence: 70%

Developing middle school students’ English pronunciation using educational videos in the classroom

Illescas

Heras

2021

Rev. Publicando

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“…Para ejemplificar, algunos estudios relacionados con la pronunciación señalan que los errores más comunes que comete el estudiantado, son los errores de tipo acentual, es decir, errores en la acentuación de palabras, lo que interfiere en la comprensión del mensaje (Bohn y Hansen, 2017). Otros estudios señalan que algunas personas estudiantes cometen errores de pronunciación al intentar alcanzar la naturalidad simulando a un hablante nativo, ya que la imitación se hace simulando sonidos, sin un conocimiento técnico de aquellos (Baker y Burri, 2016).…”

Section: Los Errores En Pronunciaciónunclassified

Percepción del estudiantado chileno de enseñanza secundaria hacia distintos tipos de Feedback Correctivo Oral (FCO) en errores de pronunciación: Un análisis cualitativo

Marihuén

Navarrete

2021

Rev. Educación

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El presente artículo tiene como objetivo analizar la percepción de estudiantes de tercer año medio, de un establecimiento educacional de la provincia de Concepción hacia distintos tipos de retroalimentación o feedback correctivo oral en errores de pronunciación. La metodología utilizada se basa en el enfoque de investigación cualitativa de paradigma interpretativo bajo un diseño de estudio de caso. La muestra estuvo constituida por 18 estudiantes de tercer año medio, a quienes se les aplicó una entrevista semiestructurada e individual. Mediante el análisis del contenido se obtuvo que las personas consideran al feedback como un aspecto favorable para su aprendizaje, particularmente para mejorar su pronunciación. Ellos y ellas se inclinan por la modalidad implícita de corrección y prefieren la estrategia de feedback de tipo pista metalingüística. Además, consideran que el mejor momento para recibir este feedback es inmediatamente finalizada la tarea oral. Este estudio busca resaltar la importancia del Feedback Correctivo Oral y su beneficio en aspectos de la oralidad, como en la pronunciación del estudiantado que aprende inglés como lengua extranjera.

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“…This focus is out of step with processes of internationalisation in higher education; these seek to integrate international, intercultural, or global dimensions (Knight, 2003) with knowledge, attitudes, and values that help learners compete in global marketplaces (Green & Shoenberg, 2006). Given the status of English as an international language (Crystal, 2003;Jenkins, 2015;Jenkins et al, 2018), learners should focus more on achieving mutual comprehensibility with English speakers from different backgrounds than on achieving native-like pronunciation (Bøhn & Hansen, 2017;Jenkins, 2015;Tahereen, 2015;R. Walker, 2010).…”

Section: Introductionmentioning

confidence: 99%

Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students

Aguilar

Ayure

2021

Profile: Issues Teach. Prof. Dev.

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This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.

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Assessing Pronunciation in an EFL Context: Teachers’ Orientations towards Nativeness and Intelligibility

Cited by 24 publications

References 33 publications

Developing middle school students’ English pronunciation using educational videos in the classroom

Developing middle school students’ English pronunciation using educational videos in the classroom

Percepción del estudiantado chileno de enseñanza secundaria hacia distintos tipos de Feedback Correctivo Oral (FCO) en errores de pronunciación: Un análisis cualitativo

Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students

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