1. Evaluating English Pronunciation Evaluations: Towards Studying Tunisian Students’ Oral Deficiencies
Prepared by: Maha Ounis
Institution: Faculty of Sciences in Gabes
Results
Abstract
This study focuses on Tunisian students’ problems with English pronunciation, which are so pervasive in their speech. Affording students an opportunity to express their willingness to sit for an oral pronunciation test or not reveals the extent to which they are able to perform orally. K1 and K2 students’ answers to the questionnaire reveal many factors that affect their oral pronunciation namely, psychological factors, intra-linguistic factors (overgeneralization and British English versus American English), inter-linguistic factors (the effects of Arabic and French on English pronunciation), the issue of age and some other factors. The analysis of these factors helps in classifying pronunciation deficiencies.
Pronunciation Deficiencies
Factors Affecting Students’ Pronunciation
Intra-linguistic Factors
Inter-linguistic Factors
* Fear
*Lack of motivation
and spontaneity
* It is better to start learning English pronunciation at an early age
At Sound level
Pronouncing Silent Letters
The Final « ed »
At Syllable Level
Stressed or Unstressed
At Sentence Level
Falling and Rising Intonation
Pauses
Overgeneralization
The Effects of Arabic on English
/ri:lm/ As
/ri:d/
English /r/ As
Arabic /ر/
/ ‘ psaiki /
/ helpɪd/
British or American English?
The Effects of French on English
/‘fri:həʊld/ Or
/‘fri:hoʊld/
/’mesɪdʒ/
Not
/ me’sa:ʒ/
Methodology
*A cross-sectional study targeting 30 students of English (15 K1 and 15 K2) , with different levels at pronunciation.
*Quantitative: A Questionnaire « Do they prefer an oral pronunciation test or a written one? What are the causes of that preference? »
*Qualitative: classroom observation.
/ ‘pri:peə/
/brek’fɑ:st/
Hypothesis
As pronunciaion deficiencies are related to oral performance, it is students’ willingness to sit for an oral pronunciation test or not, which reveals the extent to which they are able to perform orally.
Thus, students’ judgment of tests is an implicit reflector of their oral pronunciation deficiencies.
Age Factor
Psychological Factors
What’s your standpoint? (↑)
I…don’t... know…what…to..say.
Context: The Higher Institute of Languages in Gabes
Conclusion
This study offers some insight into Tunisian students’ problems as far as fluency is concerned. We have cited four major factors that affect this skill. It is based on a student-centered approach. Teachers’ problems when assessing pronunciation are also worth to be studied, in order to make its scoring more objective. This shows the interconnection between participants in an educational context.
→ K2 students are more familiar with « phonetics symbols ».
→ Students’ evaluation of their evaluations reflects their preferences, needs and problems.
→ Evaluation can be a starting point to deal with further issues in the curriculum.
Some Suggested Solutions
*A pronunciation booklet should be accompanied with a C.D => Practice is essential.
*Video conference sessions can be an effective way to speak with English native speakers.
Lessons
Audio-lessons
Phonetics
Tests
Oral
Pen and paper