Pronunciation Assessment
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| Title: | Pronunciation Assessment |
|---|---|
| Language: | English |
| Authors: | Isaacs, Talia, Harding, Luke |
| Source: | Language Teaching. Jul 2017 50(3):347-366. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reference Materials - Bibliographies |
| Descriptors: | Second Language Learning, Second Language Instruction, Pronunciation Instruction, Pronunciation, Language Tests, Teaching Methods, Sociolinguistics, Applied Linguistics, Psycholinguistics, English (Second Language), Scoring, Educational History, Evaluation Research |
| DOI: | 10.1017/S0261444817000118 |
| ISSN: | 0261-4448 |
| Abstract: | After an extended period of being on the periphery, numerous advancements in the field of second language (L2) pronunciation over the past decade have led to increased activity and visibility for this subfield within applied linguistics research. These positive developments notwithstanding, the vast majority of renewed applied pronunciation research activity has been undertaken by researchers in the fields of second language acquisition (SLA), language pedagogy, sociolinguistics, and psycholinguistics. The language assessment community has been slower in its uptake of interest in pronunciation, with few advocates drawing attention to its exclusion from the collective research agenda or underscoring its marginalization as an assessment criterion in L2 speaking tests until recently. However, there are signs suggesting that pronunciation is also beginning to emerge as an important research area in language assessment. This resurgence can be seen as part of a cycle, as there have been times in the past where pronunciation was at the forefront of language teaching, learning, and assessment. The goal of this timeline is, therefore, to chart a clear historical trajectory of pronunciation assessment. In this, the authors will underscore how conceptualizations and practical implementations have evolved over time, with influences from teaching methodologies, theoretical frameworks, and seminal research that evidence (or in the case of newer pieces, have potential for) "historical reverberation." Throughout, they chart how new lines of inquiry may be instigating or reinforcing change in assessment practice, establishing links where possible between work in different eras. |
| Abstractor: | ERIC |
| Number of References: | 20 |
| Entry Date: | 2017 |
| Accession Number: | EJ1150189 |
| Database: | ERIC |
| Abstract: | After an extended period of being on the periphery, numerous advancements in the field of second language (L2) pronunciation over the past decade have led to increased activity and visibility for this subfield within applied linguistics research. These positive developments notwithstanding, the vast majority of renewed applied pronunciation research activity has been undertaken by researchers in the fields of second language acquisition (SLA), language pedagogy, sociolinguistics, and psycholinguistics. The language assessment community has been slower in its uptake of interest in pronunciation, with few advocates drawing attention to its exclusion from the collective research agenda or underscoring its marginalization as an assessment criterion in L2 speaking tests until recently. However, there are signs suggesting that pronunciation is also beginning to emerge as an important research area in language assessment. This resurgence can be seen as part of a cycle, as there have been times in the past where pronunciation was at the forefront of language teaching, learning, and assessment. The goal of this timeline is, therefore, to chart a clear historical trajectory of pronunciation assessment. In this, the authors will underscore how conceptualizations and practical implementations have evolved over time, with influences from teaching methodologies, theoretical frameworks, and seminal research that evidence (or in the case of newer pieces, have potential for) "historical reverberation." Throughout, they chart how new lines of inquiry may be instigating or reinforcing change in assessment practice, establishing links where possible between work in different eras. |
|---|---|
| ISSN: | 0261-4448 |
| DOI: | 10.1017/S0261444817000118 |
