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SOURCE:    Pedagogy. Theory & Practice. Tambov: Gramota, 2021. № 4. P. 616-622.
SCIENTIFIC AREA:    Pedagogical Sciences
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https://doi.org/10.30853/ped210077

Empirical Approaches to Assessing Phonological Competence in English as Lingua Franca

Liubimova Alina Andreevna
Lomonosov Moscow State University
Submitted: 29.07.2021
Abstract. The research objective is to describe the existing empirical approaches to assessing the components of phonological competence, such as intelligibility, comprehensibility and accentedness. The article examines international approaches to assessing English-language phonological competence. In particular, the author analyzes the methods of quantitative assessment of foreign-language speech parameters: intelligibility, comprehensibility and accentedness. In accordance with the research objective and relying on the existing empirical studies, the author identifies advantages and shortcomings of the assessment methods under discussion, reveals the conditions of their usage, evaluates reasonability of their application in linguo-didactic studies on foreign-language phonological competence development in higher education. Scientific originality of the paper lies in the fact that the researcher analyzes international standards to assess English-language phonological competence according to the Common European Framework of Reference (2020). The research findings are as follows: the author identifies the basic advantages and shortcomings of the assessment methods under discussion, evaluates reasonability of their application in linguo-didactic studies on foreign-language phonological competence development in higher education students.
Key words and phrases: эмпирические подходы, фонологическая компетенция, английский язык, лингва франка, empirical approaches, phonological competence, English language, lingua franca
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