The Effects of Focus-on-form Pronunciation Instruction on the Evaluation of High School Students’ Utterances
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The purpose of this paper is to attempt to draw out the effects of focus-on-form (FonF) pronunciation instruction during the evaluation of high school students’ utterances by closely observing the processes involved in Public Speaking and Presentation (PSP) classes, which find out how FonF pronunciation instruction and different types of assessment affects the evaluation (such as accentedness, comprehensibility, and intelligibility, rhythm, fluency, and the pronunciation of English vowels). 64 Korean high school students, with their average English proficiency ranging from an intermediate to an advanced level, participated in this study. Findings were that their overall accentedness, comprehensibility, intelligiblity, rhythm, and fluency were improved through the FonF pronunciation instruction. Moreover, their pronunciation of English vowels became much clearer and more typical after the FonF pronunciation instruction. Types of assessment affected the students’ accentedness, comprehensibility, and fluency, while intelligibility and rhythm were not directly affected by the assessment type. Thus, it suggests meaningful implications for teaching pronunciation, emphasizing the effects of FonF pronunciation instruction.
Abstract
The purpose of this paper is to attempt to draw out the effects of focus-on-form (FonF) pronunciation instruction during the evaluation of high school students’ utterances by closely observing the processes involved in Public Speaking and Presentation (PSP) classes, which find out how FonF pronunciation instruction and different types of assessment affects the evaluation (such as accentedness, comprehensibility, and intelligibility, rhythm, fluency, and the pronunciation of English vowels). 64 Korean high school students, with their average English proficiency ranging from an intermediate to an advanced level, participated in this study. Findings were that their overall accentedness, comprehensibility, intelligiblity, rhythm, and fluency were improved through the FonF pronunciation instruction. Moreover, their pronunciation of English vowels became much clearer and more typical after the FonF pronunciation instruction. Types of assessment affected the students’ accentedness, comprehensibility, and fluency, while intelligibility and rhythm were not directly affected by the assessment type. Thus, it suggests meaningful implications for teaching pronunciation, emphasizing the effects of FonF pronunciation instruction.
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