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- Title
Dynamic Assessment in English Pronunciation Teaching: From the Perspective of Intellectual Factors.
- Authors
Xin Yang
- Abstract
This study is to empirically investigate the effect of dynamic assessment on Chinese learners' development of English pronunciation proficiency and their non-intellectual factors by adopting a teaching model of dynamic assessment in English pronunciation class. This experiment was carried out among 36 English majors from a newly-upgraded local Chinese university within one semester, and the findings indicated that the participants showed a great improvement in their mastery of segmental features and supersegmental features. As for the non-intellectual factors, the participants presented a stronger interest and lower anxiety level in practicing English pronunciation after the experiment, though there was only little change in their motivation.
- Subjects
ENGLISH language pronunciation; DYNAMIC assessment (Education); EDUCATIONAL evaluation; UNIVERSITIES &; colleges; ACADEMIC motivation
- Publication
Theory & Practice in Language Studies (TPLS), 2017, Vol 7, Issue 9, p780
- ISSN
1799-2591
- Publication type
Article
- DOI
10.17507/tpls.0709.10