Self-assessment in English pronunciation at university level: preliminary results
Self-assessment in EFL pronunciation can be conceived as both a learning and metacognitive strategy (Celce-Murcia, Brinton, & Goodwin, 1996; Ingels, 2010) that allows students to reflect on their performance, revise which aspects of their linguistic competence should be reinforced, and set learn...
Guardado en:
| Autores principales: | , , |
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| Formato: | conferenceObject |
| Lenguaje: | Inglés |
| Publicado: |
2020
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| Materias: | |
| Acceso en línea: | http://hdl.handle.net/11086/16533 |
| Aporte de: |
| Sumario: | Self-assessment in EFL pronunciation can be conceived as both a learning and metacognitive strategy (Celce-Murcia, Brinton, & Goodwin, 1996; Ingels, 2010) that allows students to reflect on their performance, revise which aspects of their linguistic competence should be reinforced, and set learning goals based on this self-assessment (Ur, 1996). This paper presents a pedagogical proposal which includes self-assessment for the teaching of English phonetics at university level. In this work, we will describe the preliminary findings of the analysis of our corpus, identify students? perceptions of their oral performance and analyse those recurrent patterns that will guide our future research. |
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