Evaluating English Pronunciation Evaluations: Towards Studying Tunisian Students’ Oral Deficiencies Prepared by: Maha Ounis Institution: Faculty of Sciences in Gabes Results Abstract This study focuses on Tunisian students’ problems with English pronunciation, which are so pervasive in their speech. Affording students an opportunity to express their willingness to sit for an oral pronunciation test or not reveals the extent to which they are able to perform orally. K1 and K2 students’ answers to the questionnaire reveal many factors that affect their oral pronunciation namely, psychological factors, intra-linguistic factors (overgeneralization and British English versus American English), inter-linguistic factors (the effects of Arabic and French on English pronunciation), the issue of age and some other factors. The analysis of these factors helps in classifying pronunciation deficiencies. Pronunciation Deficiencies Factors Affecting Students’ Pronunciation Intra-linguistic Factors Inter-linguistic Factors * Fear *Lack of motivation and spontaneity * It is better to start learning English pronunciation at an early age At Sound level Pronouncing Silent Letters The Final « ed » At Syllable Level Stressed or Unstressed At Sentence Level Falling and Rising Intonation Pauses Overgeneralization The Effects of Arabic on English /ri:lm/ As /ri:d/ English /r/ As Arabic /ر/ / ‘ psaiki / / helpɪd/ British or American English? The Effects of French on English /‘fri:həʊld/ Or /‘fri:hoʊld/ /’mesɪdʒ/ Not / me’sa:ʒ/ Methodology *A cross-sectional study targeting 30 students of English (15 K1 and 15 K2) , with different levels at pronunciation. *Quantitative: A Questionnaire « Do they prefer an oral pronunciation test or a written one? What are the causes of that preference? » *Qualitative: classroom observation. / ‘pri:peə/ /brek’fɑ:st/ Hypothesis As pronunciaion deficiencies are related to oral performance, it is students’ willingness to sit for an oral pronunciation test or not, which reveals the extent to which they are able to perform orally. Thus, students’ judgment of tests is an implicit reflector of their oral pronunciation deficiencies. Age Factor Psychological Factors What’s your standpoint? (↑) I…don’t... know…what…to..say. Context: The Higher Institute of Languages in Gabes Conclusion This study offers some insight into Tunisian students’ problems as far as fluency is concerned. We have cited four major factors that affect this skill. It is based on a student-centered approach. Teachers’ problems when assessing pronunciation are also worth to be studied, in order to make its scoring more objective. This shows the interconnection between participants in an educational context. → K2 students are more familiar with « phonetics symbols ». → Students’ evaluation of their evaluations reflects their preferences, needs and problems. → Evaluation can be a starting point to deal with further issues in the curriculum. Some Suggested Solutions *A pronunciation booklet should be accompanied with a C.D => Practice is essential. *Video conference sessions can be an effective way to speak with English native speakers. Lessons Audio-lessons Phonetics Tests Oral Pen and paper