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In:English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 119–146

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Chapter 6
Summative and formative pronunciation assessment in Polish secondary schools

The students’ perspective

 | University of Wrocław
Published online: 13 October 2021
DOI logo with link
https://doi.org/10.1075/aals.19.06bar
Abstract
This chapter reports on a study verifying the frequency with which summative (SA) and formative assessment (FA) of pronunciation is used during EFL courses in secondary schools in Poland. It also shows aspects of pronunciation students are typically assessed for and types of tasks chosen by teachers as a basis for pronunciation assessment provision. Additionally, it presents students’ opinions on the consequences of the amount and quality of pronunciation feedback and assessment offered to them during their secondary school education. The chapter opens with an overview of SA and FA and the types and roles of assessment in pronunciation teaching. It closes with several practical implications related to the use of pronunciation SA and FA, derived from the reported study.
Article outline
  • Introduction
  • Summative and formative assessment
  • Pronunciation assessment in the FL classroom
  • Method
    • Research questions
    • Participants
    • Instrument
    • Data-gathering and analysis procedures
  • Results: Presentation and discussion
    • Quantitative data: Frequency of SA and FA of pronunciation
    • Quantitative data: Task types used for SA/FA and pronunciation aspects assessed by SA/FA
    • Qualitative data
  • Pedagogical implications
  • Conclusion
  • Notes
  • References
  • Appendix
References (51)
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