assessing speaking marisol

7/28/2019 Assessing Speaking Marisol

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Marisol Leal Prado


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Imitative: is the ability to simply parrot back(imitative) a word or phrase or possibly a sentence.

Intensive: is the production of short stretches of oral

language designed to demonstrate competence in anarrow band of grammatical, phrasal, lexical orphonological relationships (such as prosodicelements, intonation, stress, rhythm, juncture).

Responsive: responsive assessment tasks includeinteraction and test comprehension but at thesomewhat limited level of very short conversations,standard greetings and small talk, simple requests andcomments, and the like.


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Interactive: (interaction) this can take 2 formsof transactional language, which has the

purpose of exchanging specific information, orinterpersonal exchanges, which have thepurpose of maintaining social relationships.

Extensive: (monologue) extensive oralproduction tasks include speeches, oralpresentations, and storytelling, during which

the opportunity for oral interaction fromlisteners is either highly limited (perhaps tononverbal responses) or ruled out altogether.


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We already know that microskills refer toproducing the smaller chunks of languagesuch as: phonemes, morphemes, words,

collocations and phrasal units.Andmacroskillsimply the speakers focus

on the larger elements: fluency, discourse,

function, style, cohesion, nonverbalcommunication and strategic options.


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Microskills Macroskills

Produce differences among English

phonemes and allophonic variants.

Appropriately accomplishcommunicative functions according tosituations, participants, and goals.

Produce chunks of language ofdifferent lengths.

Use appropriate styles, registers,implicature, redundancies, pragmaticconventions, conversation rules.

Produce English stress patterns,words unstressed and unstressedpositions, rhythmic structure, andintonation contours.

Convey links and connections betweenevents and communicate such relationsas focal and peripheral ideas, eventsand feelings, new information andgiven information, generalization and

exemplification.

Produce reduced forms of wordsand phrases.

Convey facial features, kinesics, bodylanguage, and other nonverbal cuesalong with verbal language.


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Phone pass Tests: elicits computer-assisted oralproduction over a telephone. Test-takers read aloud,repeat sentences, say words, and answer questions.With a downloadable test sheet as a reference, test-takers are directed to a telephone a designated numberand listen for directions. The test has 5 sections:

Part A Part B Part C Part D Part E

Test-takers readaloud selectedsentences fromamong thoseprinted on thetest.

Test-takers repeatsentences dictatedover the phone.

Test-takers answerquestions with asingle word or ashort phrase of 2or 3 words.

Test-takers hear 3word groups inrandom order andmust link them ina correctlyordered sentence.

Test-takers have30 seconds to talkabout theiropinion aboutsome topic that isdictated over thephone.


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Direct response Tasks: This tasks are mechanical and non communicative,the administrator elicits a particular grammatical form or transformation of asentence. Examples:

Read-aloud Tasks: includes reading a paragraph and the scoring depends onthe pronunciation of the student.

Sentence/dialogue completion tasks and oral questionnaires: thestudents read a dialogue and hen the teacher asks questions of it and studentsanswer according to the conversation.

Picture cued tasks: these are pictures that are designed to tell a story or aword to the test-taker.

Translation of limited stretches of discourse: instead of offering a picturethe test-taker is given a native language word , phrase or sentence and is asked to translate it.


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Question and answer: there are 2 kind of questions the displayquestions (only one answer) and the referential questions (open-answers)

Giving instructions and directions: provides and opportunity

to the student of being more clear and specific when they speak,he teacher puts a problem and the student responds theprimarily scoring is on comprehensibility

Paraphrasing: read a limited number of sentences (perhaps 2or 5 ) and produce a paraphrase of the sentence. This means toexpress it with their own words but without losing the meaningof the sentence.


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The TSE is a 20 minute audiotaped test of oral languageability within an academic or professional environment.

The tasks are designed to elicit oral production in variousdiscourse categories:

Describe something physical Narrate from presented material

Summarize information of the speakers own voice give directions based on visualmaterial

Give instructions

Support an opinion

Compare/contrast Hypothesize

Function interactively

define


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Interview: According to Michael Canale the interview

has 4 stages: 1Warm-up: small talk, helps the test-taker feel comfortable.

2Level Check: interviewer stimulates the test-taker to respond using expected orpredicted forms and functions.

3Probe: Challenges students to go to their height of their abilities, to extend beyond thelimits of the interviewers expectation through increasingly difficult questions.

4Wind.down: The interviewer encourages the test-taker to relax with some easyquestions.

Role-play Games

Discussions and conversations


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Is the best known oral interview format.

The OPI is widely used across dozens of languages

around the world.

In a series of structured tasks, the OPI is carefullydesigned to elicit pronunciation, fluency and

integrative ability, sociolinguistic and culturalknowledge, grammar and vocabulary.


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Extensive speaking tasks involve complex, relativelylengthy stretches of discourse.

Oral Presentations

Picture-cued Story telling:

Retelling a Story, News Event: Read a story or news

event that they are asked to retell. Translation (of Extended Prose): Translation of longer

texts.

assessing speaking marisol

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