Chapter published 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. 120–146
Summative and formative pronunciation assessment in Polish secondary schools
The students’ perspective
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.
Keywords: summative assessment, formative assessment, pronunciation, EFL classroom, students’ views, secondary education
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