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Pedagogy. Theory & Practice
  • Original research article
  • September 15, 2021
  • Open access

Empirical Approaches to Assessing Phonological Competence in English as Lingua Franca

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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.

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Author information

Alina Andreevna Liubimova

Lomonosov Moscow State University

About this article

Publication history

  • Received: July 29, 2021.
  • Published: September 15, 2021.

Keywords

  • эмпирические подходы
  • фонологическая компетенция
  • английский язык
  • лингва франка
  • empirical approaches
  • phonological competence
  • English language
  • lingua franca

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© 2021 The Author(s)
© 2021 Gramota Publishing, LLC

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Creative Commons Attribution 4.0 International (CC BY 4.0)