Dynamic Assessment in English Pronunciation Teaching: From the Perspective of Intellectual Factors

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.