Evaluarea competenței fonologice în discursul oral prin monitorizarea prezentării elementelor de prozodie
Assessing phonological competence in oral discourse by monitoring the presentation of prosody elements

Summary/Abstract: The paper sets forth several research objectives that are analytical in nature yet can also be approached holistically. The first research issue focuses on assessing/monitoring the activity of oral discourse production. The proposed objective can be evaluated from a general perspective: the way the user’s linguistic and communicative competence is developed. The study, however, has an immersive character, as it investigates the fundamental elements of the process of acquiring communication competence and highlights the essential role of phonetic-phonological skills and habits. Thus, the staged evaluation process of pronunciation and verbal expression skills is analyzed to ensure the full manifestation of phonological awareness within phonetic phonological competencies. The evaluation of the oral product is characterized as iterative, layered, and systematic. The CEFR in the phonetics/phonology section proposes descriptors at linguistic competence levels that are general in nature but intended for guiding assessment. The study examined the descriptors proposed for the A2 competence level in the phonetics and phonology section and detailed the descriptor through the operationalization process. The operationalization of the objectives was carried out within a conceptual framework of “phonological control,” a replica of the development process of phonological awareness. The algorithmization of learning activities is replicated in the activities for assessing phonological intelligibility competence. The study also aims to present various strategies for assessing reception and pronunciation competence: error analysis and interpretation, the speech learning model, phonetic guidance/facilitation, etc. The value of the research lies in its overall perspective: on one hand, the theoretical aspect, including the prognostic and diagnostic nature of assessment, and on the other hand, the praxiological aspect. Regarding best practices for the development and maintenance of phonetic-phonological competencies, we proposed a facilitator product based on an algorithmic strategy of study and opted for differentiating between articulatory methods and verbo-tonal ones. The phonological sequence is presented through prosodic elements: sound acuity, emphasis, sound duration, speech rhythm, and the alignment between intonational structures and the content of the discourse. A presentation will also be made of the teaching resources that are effective and can serve as reference points for studying RLS (in the fields of: Italian as a foreign language – ITALS; French as a foreign language – FLE). The teaching resources are presented expository, as this niche for RLS still has gaps that can be filled, but starting points have also been outlined for adapting the material to the formative role of the Romanian language’s phonetic system.

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