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The Use of Pre‐/Posttest and Self‐Assessment Tools in a French Pronunciation Course
Author(s) -
LappinFortin Kerry,
Rye B. J.
Publication year - 2014
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12083
Subject(s) - pronunciation , psychology , vowel , linguistics , mathematics education , course (navigation) , self assessment , pedagogy , philosophy , physics , astronomy
This study investigated the relationships between students' self‐assessments and experts' assessments in a university French pronunciation course for nonnative speakers using a pre‐/posttest design. Results indicated that students were relatively accurate when making a global assessment (Time 1) and when judging some specific aspects of their French pronunciation (Time 2), although they tended to overestimate the extent to which their abilities were native‐like. Their self‐assessments were most accurate when evaluating linguistic components for which they had learned concrete rules (e.g., liaisons). In addition, data revealed that students became more native‐like in their pronunciation, particularly with regard to nasal and other new vowel sounds, and a content analysis of students' responses to a free‐response self‐analysis query at the end of the course indicated that their awareness of their pronunciation difficulties had increased. Taken together, the study found that self‐assessment may be a valuable pedagogical tool for helping second language learners to acquire more authentic pronunciation.