DEVELOPING A FRAMEWORK OF PHONOLOGICAL COMPETENCE IN MIDDLE SCHOOL LEARNERS

This article explores the development of a framework for assessing phonological competence in middle school learners. It emphasizes the need for systematic evaluation that includes both segmental and suprasegmental features of pronunciation, tailored to the age-specific needs of adolescents. By analyzing current practices and theoretical foundations, the study proposes a comprehensive framework that integrates traditional and modern evaluation methods. The findings suggest that a multi-faceted approach provides a more accurate evaluation of learners' phonological development.