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How Can We Know If Pronunciation Techniques and Activities Have Been Successful? Assessing Pronunciation in the Classroom and Beyond

[Note: This virtual seminar is a response to “15 Content-Based Activities for Incorporating Pronunciation Instruction Across the Curriculum,” which was held on 29 January 2014.]

Presenter 

Luke Harding

When?

Wednesday, 14 May 2014
10:30 am—12:00 pm US ET
(To find the program start time in your local area, click here.)

Registration

Cost: Free for members and nonmembers
Register Online

Registration Deadline: 11 May 2014
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Who Should Attend?

Language teachers, test developers, materials writers, graduate students and academic researchers in TESOL or applied linguistics

More About This Seminar

In a webinar in January, Char Heitman introduced a range of useful techniques for incorporating pronunciation instruction across the curriculum. This webinar provides a response to this topic by asking, “How can we know if pronunciation techniques and activities have been successful?” This question, necessarily, leads to a consideration of learner assessment.

In this talk the presenter provides a range of options for assessing pronunciation and demonstrates some practical steps in constructing and scoring pronunciation assessments. Throughout, the presenter draws on key principles of language assessment to guide practical decisions. Some general challenges for pronunciation assessment are also discussed.

What Will I Learn?

Participants will
  • become familiar with different options for assessing pronunciation
  • be introduced to practical steps in constructing and administering and pronunciation assessments
  • consider how principles of language assessment can guide good practice
  • consider a range of broader challenges involved in assessing pronunciation

About the Presenter

Luke Harding is a lecturer in the Department of Linguistics and English Language at Lancaster University. His research interests are in language testing, particularly in the areas of listening assessment, pronunciation and intelligibility, assessor decision-making, assessment literacy and the challenges of World Englishes and English as a lingua franca for language testing and teaching. His research has appeared in international journals such as Language Testing, Language Assessment Quarterly, and Applied Linguistics, and he has published a book titled Accent and Listening Assessment (2011). Luke also has a background in test development and English language teaching.