speaking skills & techniques of assessing speaking.pdf

8/19/2019 SPEAKING SKILLS & TECHNIQUES OF ASSESSING SPEAKING.pdf

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SPEAKING SKILLS & TECHNIQUES OFSPEAKING SKILLS & TECHNIQUES OF ASSESSING SPEAKING ASSESSING SPEAKING

By By Cambridge IndonesiaCambridge Indonesia

Workshop of Teacher Training and Education Workshop of Teacher Training and Education

Providing Foreign Languages, Inc.Providing Foreign Languages, Inc.St.St. KebonKebon Jeruk Jeruk--West West Jakarta Jakarta--1153011530--IndonesiaIndonesia

Cambridge Indonesia |Pendidikaninggris.com



SPEAKINGSPEAKINGLIMITED RESPONSELIMITED RESPONSE

Directed Response (imitation) Directed Response (imitation) e.g.e.g.“Tell me he went home.”“Tell me he went home.” --> “He went home.”> “He went home.”

e me t at you spea pan s .e me t at you spea pan s .“Tell me that you aren’t planning to attend summer“Tell me that you aren’t planning to attend summerschool English classes in this city next year.”school English classes in this city next year.”“Remind him what time it is.”“Remind him what time it is.”--> (“Excuse me, Mr.> (“Excuse me, Mr.Evan. It’s now a quarter to twelve.”)Evan. It’s now a quarter to twelve.”)




SPEAKING……SPEAKING……Picture Cues Picture Cues e.g.e.g.“Tell me about this picture. What’s happening“Tell me about this picture. What’s happening

ereere“What did they do?”“What did they do?”“What do you think is going to happen now?”“What do you think is going to happen now?”“Let’s use these pictures and tell a story. I’ll“Let’s use these pictures and tell a story. I’llbegin the story.”begin the story.”




SPEAKING……SPEAKING……

Reading Aloud Reading Aloud Advantages: Advantages:--provides good control: all students respond in the same provides good control: all students respond in the same

wa wa--easy to prepare and administereasy to prepare and administer--avoids to find suitable topic for studentsavoids to find suitable topic for students--checks pronunciationchecks pronunciation

--checks the mastery of soundchecks the mastery of sound- -symbol relationshipsymbol relationship--checks fluencychecks fluency--checks the mastery of grammarchecks the mastery of grammar




SPEAKING……SPEAKING……Reading Aloud Reading Aloud

LimitationsLimitations--can’t be used for children who haven’t yet learned tocan’t be used for children who haven’t yet learned toread English, or with young people and adults whoseread English, or with young people and adults whose

spea ng s s are muc more a vance t an t e rspea ng s s are muc more a vance t an t e rreading skills.reading skills.--there is tendency to focus exclusively on pronunciationthere is tendency to focus exclusively on pronunciation

Types of RA: group of sentences & passage Types of RA: group of sentences & passage




SPEAKING……SPEAKING……GUIDED TECHNIQUESGUIDED TECHNIQUES

Directed Response Directed Response e.g.e.g.“ “ Remind him politely of the time.”Remind him politely of the time.”

> “Excuse me, Mr. Evans. It’s almost ten o’clock.”> “Excuse me, Mr. Evans. It’s almost ten o’clock.”“Take about a minute and explain some of the main“Take about a minute and explain some of the main

activities in this picture.”activities in this picture.”

>> “Well, some children are playing with a ball, and it’s“Well, some children are playing with a ball, and it’sabout to hit a man who is reading a newspaper. Andabout to hit a man who is reading a newspaper. Andnearby a man is sleeping.….”nearby a man is sleeping.….”




SPEAKING……SPEAKING……

ParaphraseParaphrase (Integrate R+S or L+S)(Integrate R+S or L+S)e.g.e.g.“Listen as I read a little stor to ou about a man and“Listen as I read a little stor to ou about a man and

his wife who dreamed of adventure. When I finish,his wife who dreamed of adventure. When I finish,I’d like you to tell me the story in your own words.”I’d like you to tell me the story in your own words.”Have pupils to read the story silently. In separateHave pupils to read the story silently. In separateroom they should tell the story by using their ownroom they should tell the story by using their own

words to the teacher. words to the teacher.




SPEAKING……SPEAKING……Explanation Explanation

Students read something silently and then interpret orStudents read something silently and then interpret orexplain the facts to the teacher orally. (beyondexplain the facts to the teacher orally. (beyondbeginning level)beginning level)

Situation:Situation:

There is a “Help Wanted” sign in a supermarket. You There is a “Help Wanted” sign in a supermarket. Youare applying for the job. You haven’t had a job before.are applying for the job. You haven’t had a job before.

You must talk with the manager. I will be the manager. You must talk with the manager. I will be the manager.




SPEAKING……SPEAKING……ORAL INTERVIEW ORAL INTERVIEW

-- The techniques discussed earlier: elicitation The techniques discussed earlier: elicitationtechniques.techniques.

-- -- someone.someone.

-- It provides a genuine sense of communicationIt provides a genuine sense of communication

-- Rapport is importantRapport is important




SCORING PROCEDURESCORING PROCEDURE A. A. HOLISTIC SCORINGHOLISTIC SCORING

55 points: points: Uses English with few (if any) noticeable errors ofUses English with few (if any) noticeable errors of grammar or grammar or word order word order..

44 oints:oints: I “ E ”I “ E ” grammatical or word order errors which do not obscure grammatical or word order errors which do not obscuremeaning.meaning.

33 points: points: Meaning occasionally obscured by grammatical Meaning occasionally obscured by grammaticaland/or word order errors.and/or word order errors.




SCORING PROCEDURESCORING PROCEDURE A. A. HOLISTIC SCORINGHOLISTIC SCORING

22 points: points: grammatical usage and word grammatical usage and word order definitelyorder definitelyunsatisfactory; frequently needs to rephrase constructionsunsatisfactory; frequently needs to rephrase constructionsand/or restricts himself to basic structural patterns.and/or restricts himself to basic structural patterns.

comprehension quite difficult.comprehension quite difficult.

00 points: points: Speech so full of grammatical and word order errorsSpeech so full of grammatical and word order errorsas to be virtually unintelligible to “the man in the street.” as to be virtually unintelligible to “the man in the street.”




SCORING PROCEDURESCORING PROCEDUREB.B. ANALYTIC SCORING ANALYTIC SCORING

Accent Accent11 Pronunciation frequently unintelligiblePronunciation frequently unintelligible22 Frequent gross errors and a very heavyFrequent gross errors and a very heavy accentaccent

,,repetition.repetition.

33 “Foreign accent” requires concentrated“Foreign accent” requires concentrated listening,listening,and mispronunciation lead to occasionaland mispronunciation lead to occasional

misunderstanding and apparent errors in grammarmisunderstanding and apparent errors in grammarand vocabulary.and vocabulary.




SCORING ……..SCORING ……..B.B. ANALYTIC SCORING ANALYTIC SCORING

Accent Accent44 Marked “foreign accent” and occasionalMarked “foreign accent” and occasional

mispronunciations which do not interfere withmispronunciations which do not interfere with

un erstan ng.un erstan ng.55 No conspicuous mispronunciations, butNo conspicuous mispronunciations, but would not be taken for a native speaker. would not be taken for a native speaker.

66 Native pronunciation, with no trace ofNative pronunciation, with no trace of “foreign“foreignaccent.”accent.”




SCORING ……..SCORING ……..B.B. ANALYTIC SCORING ANALYTIC SCORING

GrammarGrammar11 Grammar almost entirely inaccurate phrase.Grammar almost entirely inaccurate phrase.22 Constant errors showing control of very fewConstant errors showing control of very few

major patterns and frequently preventingmajor patterns and frequently preventingcommunication.communication.33 Frequent errors showing some major patternsFrequent errors showing some major patterns

uncontrolled and causing occasional irritation anduncontrolled and causing occasional irritation andmisunderstanding.misunderstanding.




SCORING…….SCORING…….B.B. ANALYTIC SCORING ANALYTIC SCORING

GrammarGrammar44 Occasional errors showing imperfect control ofOccasional errors showing imperfect control of

some atterns but no weakness that causessome atterns but no weakness that causes

misunderstanding.misunderstanding.55 Few errors, with no patterns of failure.Few errors, with no patterns of failure.66 No more than two errors during the interview.No more than two errors during the interview.





Vocabulary Vocabulary 11 Vocabulary inadequate for even the simplest conversation. Vocabulary inadequate for even the simplest conversation.22 Vocabulary limited to basic personal and survival areas Vocabulary limited to basic personal and survival areas

(time, food, transportation, family, etc.)(time, food, transportation, family, etc.)

33 C oice o wor s sometimes inaccurate, imitations oC oice o wor s sometimes inaccurate, imitations o vocabulary prevent discussion of some common vocabulary prevent discussion of some commonprofessional and social topics.professional and social topics.

44 Professional vocabulary adequate to discuss specialProfessional vocabulary adequate to discuss specialinterests; general vocab permits discussion of any noninterests; general vocab permits discussion of any non- -technical subject with some circumlocutions.technical subject with some circumlocutions.





Vocabulary Vocabulary 55 Professional vocabulary broad and precise; generalProfessional vocabulary broad and precise; general vocabulary adequate to cope with complex practical vocabulary adequate to cope with complex practical

66 Vocabulary apparently as accurate and extensive as Vocabulary apparently as accurate and extensive asthat of an educated native speaker.that of an educated native speaker.





Fluency Fluency 11 Speech is so halting and fragmenting thatSpeech is so halting and fragmenting that

conversation is virtuall im ossible.conversation is virtuall im ossible.

22 Speech is very slow and uneven exceptSpeech is very slow and uneven except for short orfor short orroutine sentences.routine sentences.

33 Speech is frequently hesitant and jerky;Speech is frequently hesitant and jerky; sentencessentences

may be left uncompleted.may be left uncompleted.





Fluency Fluency 44 Speech is occasionally hesitant, with someSpeech is occasionally hesitant, with someunevenness caused by rephrasing or groping forunevenness caused by rephrasing or groping for

55 Speech is effortless and smooth, but perceptiblySpeech is effortless and smooth, but perceptiblynonnon--native in speech and evenness.native in speech and evenness.

66 Speech on all professional and general topics asSpeech on all professional and general topics as

effortless and smooth as a native speaker.effortless and smooth as a native speaker.





ComprehensionComprehension11 Understands too little for the simplest type ofUnderstands too little for the simplest type ofconversation.conversation.

,,common social and touristy topics; requirescommon social and touristy topics; requiresconstant repetitions and rephrasing.constant repetitions and rephrasing.

33 Understands careful, somewhat simplifiedUnderstands careful, somewhat simplified

speech when engaged in a dialogue, but may requirespeech when engaged in a dialogue, but may requireconsiderable repetition and rephrasing.considerable repetition and rephrasing.




SCORING……SCORING……B.B. ANALYTIC SCORING ANALYTIC SCORING

ComprehensionComprehension44 Understanding quite well normal educated speech whenUnderstanding quite well normal educated speech whenengaged in dialogue, but requires occasional repetition orengaged in dialogue, but requires occasional repetition orrephrasing.rephrasing.

55 Understands everything in normal educated conversationUnderstands everything in normal educated conversationexcept for very colloquial or low frequency items, orexcept for very colloquial or low frequency items, orexceptionally rapid or slurred speech.exceptionally rapid or slurred speech.

66 Understands everything in both formal and colloquialUnderstands everything in both formal and colloquialspeech to be expected of an educated native speaker.speech to be expected of an educated native speaker.


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