Teaching English Pronunciation to Koreans: Development of an English Pronunciation Test %D1 EPT

David D.I. Kim
Kookmin University
Douglas Margolis
Konkuk University

Abstract

Students from two universities in Seoul read a specially prepared script onto cassette tapes. Their readings were then analyzed by two independent assessors for naturalness, first language interference, final sounds, consonant articulation, vowel articulation, past tense and plural endings, word stress, intonation, and rhythm. One to four weeks later, the material was re-assessed. Correlation analyses were used to determine the degree of reliability between the first and second assessments (intra-assessor), and between the two assessors (inter-assessor). The results show a pattern of high correlations for both intra- and inter-assessor reliabilities. In addition, diagnostic analyses suggest that certain pronunciation features may not be well attended to by an assessor, and therefore, point to areas that may require re-evaluation of rating criteria used for assessments. These findings show that pronunciation can be assessed reliably. An outline of the implications and uses for curriculum development as well as further directions for the development of pronunciation testing techniques will be offered.

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