Abstract
This study is to empirically investigate the effect of dynamic assessment on Chinese learners’ development of English pronunciation proficiency and their non-intellectual factors by adopting a teaching model of dynamic assessment in English pronunciation class. This experiment was carried out among 36 English majors from a newly-upgraded local Chinese university within one semester, and the findings indicated that the participants showed a great improvement in their mastery of segmental features and supersegmental features. As for the non-intellectual factors, the participants presented a stronger interest and lower anxiety level in practicing English pronunciation after the experiment, though there was only little change in their motivation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.