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Author: Marta Nowacka (University of RzeszoÌw)
The primary aim of this study is to determine whether English Department students’ pronunciation progressed during a one-year course of practical and theoretical phonetic instruction and, if so, to verify in what respects. A second intention was to discover what problems still remain despite the course. A self-designed diagnostic test was administered to 91 first-year students at the beginning (pre-test) and at the end of the course (post-test). The word-reading exercise encompassed 35 lexemes (43 aspects) that exhibited a variety of difficulties, including problematic letters, e.g.
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How to Cite: Nowacka, M. (2018) “Progress Testing After Two-Semester Pronunciation Instruction: Spelling-Pronunciation”, Pronunciation in Second Language Learning and Teaching Proceedings. 10(1).