A beszédhanghibákkal rendelkező diákok értékelése a köznevelésben

Abstract

The aim of this study was to examine the attitude of high-school teachers towards students with articulation disorders. Previous studies on attitude show that atypical speech might lead to negative assessment (Bodnár 2019 and Jankovics 2016). It was examined whether there are differences between typical speakers and speakers with articulation disorders in their assessment, and in the grade-based evaluation. A questionnaire study was carried out. Participants had to listen to 4 speech recordings from 3 speakers. One of the speakers read the text out in two different ways: with typical articulation and with rotacism. Results show that there are only small differences in the evaluation between the two performances of this same speaker. However, analysing the data by the type of institution and subject, it can easily be seen that the speaker with rotacism received worse evaluation than the typical speaker. In case of oral answers, lexical knowledge was quite important for the participants. Speech is an important means of communicating knowledge, and thus, speech disorders might influence teachers in their evaluation of students.