Transcript SPEAKING ASSESSMENT

SPEAKING ASSESSMENT
Joko Nurkamto
UNS Solo
7/18/2015
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ISSUES IN ASSESSING
SPEAKING
A. Language proficiency versus speaking
B.
C.
D.
E.
F.
proficiency
The issue of interactivity
The issue of creating authentic
conditions for speech testing
The issue of spoken genre and testing
Integrated versus discrete skills testing
The criteria for tests of speaking
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LANGUAGE PROFICIENCY VERSUS
SPEAKING PROFICIENCY
In a naturally occurring spontaneous
speech, interlocutors do not focus on the
mechanics of their interaction but on the
ideas, emotions, or information being
conveyed. In a language testing, a strong
focus tends to be put on the samples of
language used in relation to
pre-decided criteria.
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THE ISSUE OF INTERACTIVITY
In an interactive speech, whether a candidate is
asked to interact with an examiner or with
another student, it is extremely hard to eliminate
the effect of one speaker on another. This is in
part due to the fact that good oral
communication is founded on one speaker
actually having an effect on another, and on the
reactions and responses which take place
between interlocutors.
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THE ISSUE OF CREATING
AUTHENTIC CONDITIONS FOR
SPEECH TESTING
In implementing test methods, examiners
must take into account their effects on the nature of
discourse of responses. The challenge is to consider
how test methods can be manipulated to engage
features of natural spoken discourse. ... The relationship
between the input and the expected response
should be reciprocal; that is, the speaker’s message
should have the capability of reducing uncertainty
in the listener, which in turn will allow the listener
to fashion a massage in response that reflects
the change in information.
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THE ISSUE OF SPOKEN GENRES
AND TESTING
Field-specific oral tests relate to the testing of
speech genres. … Some professional contexts
require very specific oral language use
(for example, air traffic control and doctor-patient
encounters) and tests can be designed to assess
the test takers ability to communicate
in relation to typical language of
these target genres.
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INTEGRATED VERSUS DISCRETE
SKILLS TESTING
Listening and speaking are theoretically
and practically very difficult to separate. Serious
consideration should be given to integrate them
methodologically. That is, we should consider
an oral/aural skill test, where the test taker
uses his or her communicative language ability
to produce and comprehend meanings in a variety
of tasks and receives a single score
reflecting the performance.
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THE CRITERIA FOR TESTS
OF SPEAKING
1. International English Language Testing
System (IELTS)
2. Certificate of Proficiency in English (CPE)
3. Certificates in English Language Skills
(CELS)
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IELTS
1.
2.
3.
4.
Fluency and coherence
Lexical resource
Grammatical range and accuracy
Pronunciation
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FLUENCY AND COHERENCE (IELTS)
1. It refers to the ability to talk with normal levels
2.
3.
of continuity, rate and effort and to link ideas
and language together to form coherent,
connected speech.
The key indicators of fluency are speech rate
and speech continuity.
The key indicators of coherence are logical
sequencing of sentences, clear marking of
stages in a discussion, narration or argument,
and the use of cohesive devices within and
between sentences.
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LEXICAL RESOURCE (IELTS)
1. It refers to the range of vocabulary the
2.
candidate can use and the precision with which
meanings and attitudes can be expressed.
The key indicators are the variety of words
used, the adequacy and appropriacy of the
words used and the ability to circumlocute with
or without noticeable hesitation.
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GRAMMATICAL RANGE AND
ACCURACY (IELTS)
1. It refers to the range and accurate and
2.
3.
appropriate use of the candidate’s grammatical
resource.
The key indicators of grammatical range are
the length and complexity of the spoken
sentences, the appropriate use of subordinate
clauses, and the range of sentence structure.
The key indicators of grammatical accuracy are
the number of grammatical errors in a given
amount of speech and the communicative
effect of error.
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PRONUNCIATION (IELTS)
1. It refers to the ability to produce
comprehensible speech to fulfill the
speaking test requirements.
2. The key indicators are the amount of
strain caused to the listener, the amount
of the speech which is unintelligible and
the noticeability of L1 influence.
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CPE
1.
2.
3.
4.
5.
Discourse management
Lexical resource
Grammatical resource
Pronunciation
Interactive communication
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DISCOURSE MANAGEMENT (CPE)
It refers to the ability to link utterances together
to form coherent monologue and contribution to
dialogue. The utterances should be relevant to
the tasks and to preceding utterances
in the discourse. The discourse produced
should be at a level of complexity appropriate to
CPE level and the utterances should be arranged
logically to develop the themes or arguments
required by the tasks.
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LEXICAL RESORCE (CPE)
It refers to the candidate’s ability
to use a wide and appropriate range of
vocabulary to meet task requirements.
At CPE level the tasks require candidates
to express precise meaning, attitudes
and options and to be able
to convey abstract ideas.
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GRAMMATICAL RESORCE (CPE)
It refers to the accurate application of
grammar rules and the effective
arrangement of words in utterances.
At CPE level a wide range of structures
should be used appropriately
and competently.
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PRONUNCIATION (CPE)
It refers to the ability to produce easily
comprehensible utterances. Articulation of
individual sounds is not required to be native
speaker-like but should be sufficiently clear for
all words to be easily understood. An acceptable
rhythm of connected speech should be achieved
by the appropriate use of strong and weak
syllables, the smooth linking of words and
the effective highlighting of information-bearing
words. Intonation should be used effectively
to convey meaning.
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INTERACTIVE COMMUNICATION
(CPE)
It refers to the ability to take an active part in the
development of the discourse, showing
sensitivity to turn taking and without undue
hesitation. It requires the ability to participate
competently in the range of interactive situation
in the test and to develop discussion on a range
of topics by initiating and responding
appropriately. It also refers to the deployment
of strategies to maintain and repair interaction
at an appropriate level throughout the test.
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CELS
1.
2.
3.
4.
Discourse management
Grammar and vocabulary
Pronunciation
Interactive communication
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THANK YOU
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