Testing Testing Pronunciation Pronunciation

Jonathan MagdalenaJonathan Magdalena

What What are we trying to are we trying to MEASUREMEASURE??

It is supported by the fact that the It is supported by the fact that the purpose of testing pronunciation is not only purpose of testing pronunciation is not only to evaluate knowledge and award grades, to evaluate knowledge and award grades, but also, and probably more importantly, but also, and probably more importantly, to to motivate students to be sensitive to this motivate students to be sensitive to this aspect of Englishaspect of English. Given that the motivation . Given that the motivation of many students for learning English is of many students for learning English is instrumental rather than integrative, instrumental rather than integrative, pronunciation tends to be neglected by many pronunciation tends to be neglected by many learners as long as they know they will not learners as long as they know they will not be tested on it. be tested on it.

WhyWhy is it difficult to test is it difficult to test pronunciationpronunciation??

It is possible for people It is possible for people to produce to produce practically all the practically all the correct sounds but correct sounds but still be unable to communicate their still be unable to communicate their ideasideas appropriately and effectively. appropriately and effectively. On the other hand, On the other hand, people can make people can make numerous errorsnumerous errors in both phonology in both phonology and syntax and and syntax and yet succeed in yet succeed in expressing themselves expressing themselves fairly clearly. fairly clearly. (Heaton 1988:88)(Heaton 1988:88)

WhyWhy is it difficult to test is it difficult to test pronunciationpronunciation??

It is often impossible to manage the It is often impossible to manage the large number of students large number of students to be to be tested. tested. Testing equipmentTesting equipment, like , like laboratories or tape recorders, is laboratories or tape recorders, is scarce in many countries where scarce in many countries where English is taught. Even when such English is taught. Even when such material is available, testing may be material is available, testing may be rendered impossible by the lack of rendered impossible by the lack of even more basic facilities such as even more basic facilities such as electricity.electricity.

HowHow should we test should we test pronunciationpronunciation??

The ideal way of testing The ideal way of testing pronunciation is to actually pronunciation is to actually listen to the learner. But since listen to the learner. But since this is not always possible or this is not always possible or suitable, the alternatives suitable, the alternatives discussed here can be used for discussed here can be used for testing segments and word testing segments and word stress.stress.

DictationDictation

Given that speaking and listening Given that speaking and listening skills are interrelated, dictation remains skills are interrelated, dictation remains one of the ways of testing the learner’s one of the ways of testing the learner’s pronunciation. This testing method is pronunciation. This testing method is based on the assumption that, most often, based on the assumption that, most often, if the learner has a deviant pronunciation if the learner has a deviant pronunciation of a word, he will not understand it when it of a word, he will not understand it when it is read with a different pronunciation. is read with a different pronunciation.

Dictation Dictation

A dictation exercise may appear in A dictation exercise may appear in different forms. First, a whole passage different forms. First, a whole passage incorporating target words to be tested. It incorporating target words to be tested. It may also consist of a set of individual may also consist of a set of individual words incorporating the segmental or words incorporating the segmental or stress features being tested. stress features being tested.

DiscrepanciesDiscrepanciesTestees are given a text from which Testees are given a text from which

target words have been replaced by target words have been replaced by minimal pairs; testees listen to the full minimal pairs; testees listen to the full passage and circles the words that are passage and circles the words that are different in the text. One precaution to different in the text. One precaution to take here is that the context should be as take here is that the context should be as neutral as possible; a context that is too neutral as possible; a context that is too supportive will elicit the correct word even supportive will elicit the correct word even if the student’s pronunciation of it is faulty.if the student’s pronunciation of it is faulty.

Sound DiscriminationSound Discrimination

The testees listen to one word or The testees listen to one word or sentence and circle the one they hear.sentence and circle the one they hear.

a. suck - socka. suck - sock

b. but - boughtb. but - bought

c. seat - seatc. seat - seat

d. hut - hurtd. hut - hurt

e. Is that my (pen/pan)? e. Is that my (pen/pan)?

f. He was severely (beaten/bitten) by his f. He was severely (beaten/bitten) by his wife. wife.

Sound ComparisonSound Comparison

The testees listen to a pair of words or The testees listen to a pair of words or pairs of sentences and indicate whether pairs of sentences and indicate whether they are the same or different.they are the same or different.

a. suck – sock (SAME-DIFFERENT)a. suck – sock (SAME-DIFFERENT)

b. but – bought (SAME-DIFFERENT) b. but – bought (SAME-DIFFERENT)

c. seat – seat (SAME-DIFFERENT)c. seat – seat (SAME-DIFFERENT)

d. hut – hurt (SAME-DIFFERENT)d. hut – hurt (SAME-DIFFERENT)

e. Is that my pen? e. Is that my pen?

f. Is that my pan? (SAME-DIFFERENT)f. Is that my pan? (SAME-DIFFERENT)

Sound DefinitionSound DefinitionA word is heard, and several different A word is heard, and several different definitions, including one that is correct for definitions, including one that is correct for the word, are given. Testees are asked to the word, are given. Testees are asked to select the correct definition for the word select the correct definition for the word they heard. It implies lexis and grammar they heard. It implies lexis and grammar knowledge.knowledge.

1. bought 1. bought

a. a vehicle that moves in the seaa. a vehicle that moves in the sea

b. past participle of buyb. past participle of buy

c. coordinating conjunctionc. coordinating conjunction

Same SoundSame SoundThe testees listen to a list of words and The testees listen to a list of words and mark the ones that are the same.mark the ones that are the same.

1. a. pot b. pot c. port1. a. pot b. pot c. port

(he answers: a and b)(he answers: a and b)

2. a. bid b. bit c. bid2. a. bid b. bit c. bid

(he answers: a and c)(he answers: a and c)

Odd Man OutOdd Man OutThe testees listen to a list of words and The testees listen to a list of words and mark the one that is different.mark the one that is different.

1. a. pot b. pot c. port1. a. pot b. pot c. port

(he answers: c)(he answers: c)

2. a. bid b. bit c. bid2. a. bid b. bit c. bid

(he answers: b)(he answers: b)

Gap-FillingGap-Filling

Testees listen to a sentence and select Testees listen to a sentence and select from a set of words the one they hearfrom a set of words the one they hear. .

1. Did you see the _______you were looking for?1. Did you see the _______you were looking for?

a.a. people b. pupil c. purplepeople b. pupil c. purple

2. He died at the age of ________.2. He died at the age of ________.

a. forty b. fourteen c. foura. forty b. fourteen c. four

Sound RecognitionSound Recognition

Testees receive a set of cards with words, Testees receive a set of cards with words, the tester pronounces them and asks the the tester pronounces them and asks the students to show the corresponding card. students to show the corresponding card. Testees may also pronounce some forms.Testees may also pronounce some forms.

[s], [z] or [Iz]?[s], [z] or [Iz]?

books, schools, cats, churches, students’, plays, books, schools, cats, churches, students’, plays, James’sJames’s

[t], [d] or [Id]?[t], [d] or [Id]?

wanted, added, jumped, robbed, increased, showed, wanted, added, jumped, robbed, increased, showed, carvedcarved

RegroupingRegrouping

The testees are given a list of words and The testees are given a list of words and asked to regroup the words that have the asked to regroup the words that have the same sound (it can be specified whether same sound (it can be specified whether the common sound is a vowel or a the common sound is a vowel or a consonant):consonant):

let, say, gene, quay, meat, rate, maid, says, let, say, gene, quay, meat, rate, maid, says, saidsaid

MatchingMatching

The testees are asked to find words that The testees are asked to find words that have the same sound as a given word. have the same sound as a given word.

Find and circle from the list below words Find and circle from the list below words that have the same sound as the that have the same sound as the following: following: ppuushsh

swamp, buffalo, cook, one, swallow, swamp, buffalo, cook, one, swallow, bosom, country, squander, bush, thing, bosom, country, squander, bush, thing, Thames, either, although, three, Mathilda, Thames, either, although, three, Mathilda, clothes, Theresa, cloth.clothes, Theresa, cloth.

Silent LettersSilent Letters

Testees are asked to circle silent letters Testees are asked to circle silent letters (silent letters abound in English words, and (silent letters abound in English words, and the importance of such an exercise cannot the importance of such an exercise cannot be overemphasized)be overemphasized)

Circle letters that are not pronounced in the Circle letters that are not pronounced in the following words:following words:

aren’t, weren’t, sword, debt, bombing aren’t, weren’t, sword, debt, bombing Greenwich, Parliament, eveningGreenwich, Parliament, evening

Word StressWord Stress

In writing, the testees may be asked to use In writing, the testees may be asked to use one of the conventional ways of marking one of the conventional ways of marking stressstress

Put the stress symbol before the stressed Put the stress symbol before the stressed syllable or on the stressed vowel.syllable or on the stressed vowel.

a. salada. salad

b. successb. success

c. preparatoryc. preparatory

Intonation PatternIntonation Pattern

Testees listen and identify the speaker’s intention Testees listen and identify the speaker’s intention according to his intonation patternaccording to his intonation pattern

Listen to the following tag questions and circle the Listen to the following tag questions and circle the speaker’s intention according to his/her intonation speaker’s intention according to his/her intonation pattern.pattern.

a. You work here, don’t you? (Confirm/Ask)a. You work here, don’t you? (Confirm/Ask)

b. She is a teachers, isn’t she? (Confirm/Ask)b. She is a teachers, isn’t she? (Confirm/Ask)

c. They play baseball, don’t they? (Confirm/Ask)c. They play baseball, don’t they? (Confirm/Ask)

d. I’m assigned here, aren’t I? (Confirm/Ask)d. I’m assigned here, aren’t I? (Confirm/Ask)