ERIC Number: EJ1031127
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
The Use of Pre-/Posttest and Self-Assessment Tools in a French Pronunciation Course
Lappin-Fortin, Kerry; Rye, B. J.
Foreign Language Annals, v47 n2 p300-320 Sum 2014
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.
Descriptors: Pretests Posttests, Self Evaluation (Individuals), French, Pronunciation, Second Language Learning, College Students, College Second Language Programs, Accuracy, Expertise, Content Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A