Abstract
Development and Construct Validation of a Diagnostic Pronunciation Rating Scale by Many-Facet Rasch Analysis
Highlights
Pronunciation instruction plays a vital role in second and foreign language teaching
Among these few rating scales, only a handful of them have been subject to psychometric analysis of their construct validity by many-facet Rasch model
Another limitation with pronunciation rating scales in previous studies is that they are not accompanied by specific, detailed descriptors of speech performance, and are difficult to use in pronunciation instruction classroom by teachers to provide diagnostic feedback for L2 learners
Summary
Pronunciation instruction plays a vital role in second and foreign language teaching. Among these few rating scales, only a handful of them have been subject to psychometric analysis of their construct validity by many-facet Rasch model (see Browne & Fulcher, 2017, for pronunciation and intelligibility scoring; Shintani, Saito, & Koizumi, 2019, for accentedness and comprehensibility scoring; and Isaacs & Thomson, 2013, for accentedness, comprehensibility, and fluency scoring) Another limitation with pronunciation rating scales in previous studies is that they are not accompanied by specific, detailed descriptors of speech performance, and are difficult to use in pronunciation instruction classroom by teachers to provide diagnostic feedback for L2 learners.
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