Goal
Micro skills vs. Macro skills Forms vs. Messages Accuracy vs. Fluency Communicative competence
Elements
Fluency and coherence
IELTS
Speak at length without
TOFEL
Mostly coherent expression of relevant ideas
loss of coherence
1.enough vocabulary to
Lexical resource
1.
can generally be
understood throughout
with some fluidity of expression 2. minor difficulties with pronunciation and may require listener effort at time
1. Imitative Speaking
1. Word repetition task 2. PhonePass test
etc.
2. Intensive Speaking
Test-takers are prompted to produce short stretches of discourse through which they demonstrate linguistic ability at a specified level of language Many tasks are cued tasks in that they lead the test-taker into a narrow band of posibilities
2. Intensive Speaking
a. Directed Response Tasks b. Read-Aloud Tasks c. Sentence/Dialogue Completion Tasks and Oral Questionnairs d. Picture-Cued Tasks e. Translation (of limited stretches of discourse)
b. Read-Aloud Tasks
Read-aloud stimulus, paragragh length
Despite the decrease in sizeand, some would say, quality of our cultural world, there still remain strong differences between the usual British and American writing styles. The question is, how do you get your message across? English prose conveys its most novel ideas as if they were timeless truths, while American writing exaggerates; if you believe half of what is said, thats enough. The former uses understatement; the later, overstatement. There are also disadvantages to each characteristic approach. Readers who are used to being screamed at may not listen when someone chooses to whisper politely. At the same time, the individual who is used to a quiet manner may reject a series of loud imperatives.
(Note: Reading aloud calls on certain specialized oral abilities that may not indicate ones pragmatic ability to communicate orally in face-to-face contexts.)
d. Pictured-Cued Tasks
It can be very simple, designed to elicit a word or a phrase. Picture-cued elicitation of minimal pairs Test-takers see:
d. Pictured-Cued Tasks
Grammatical categories may be cued by pictures.
e. Translation
a. Test-taker is given a native language word, phrase or sentence and is asked to translate it. b. Conditions may be varied from expecting an instant translation of an orally elicited linguistic target to allowing more thinking time before producing a translation of somewhat longer texts, which may optionally be offered to the test-taker in written form.
3. Responsive Speaking
1. Question and answer
Display questions Referential questions
Giving Instructions and Directions Paraphrasing Test of Spoken English (TSE)-used by many North American institutions or higher education to select international teaching assistants
4. Interactive Speaking
a. Interview (contains a number of mandatory stages, Michael Canale, 1984) Warm-up Level check Probe Wind-down b. Role Play c. Discussions and Conversations d. Games e. Oral Proficiency Interview (OPI)
5. Extensive Speaking
a. Oral Presentations b. Picture-Cued Story-Telling c. Retelling a Story, News Event d. Translation (of Extended Prose)
Oral Presentations
Rules for effective assessment must be involved: (1) Specify the criterion (2) Set appropriate tasks (3) Elicit optimal output (4) Establish practical, reliable scoring procedure
Picture-Cued Story-Telling
1. Through visual pictures, photographs, diagrams, and charts 2. At this level a picture or a series of pictures as a stimulus for a longer story or description is considered.
Testing Listening
Process of Listening
Recognize speech sounds and hold a temporary imprint of them in short-term memory Simultaneously determine the type of speech event Use bottom-up liguistic decoding skills and/or (top-down) background schemata to bring a plausible interpretation to the message, and assign in a literal and intended meaning to the utterance
Types of Listening
Types of listening
1. Intensive -Listening for perception of the components of a larger stretch of language 2. Responsive -Listening to a relatively short stretch of language in order to make an equally short response
Types of listening
3. Selctive -Processing stretches of discourse such as monologues for several minutes in order to scan for certain information -be able to comprehend designated information in a context of longer stretches of spoken language
Types of listening
4. Extensive -listening to develop a top-down, global understanding od spoken language -ranges from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose -listening for the gist, for the main idea, and making inferences
1. Intensive listening
a. Recognizing Phonological and Morphological Elements b. Paraphrase Recognition
b. Paraphrase Recognition
Sentence paraphrase
Test-takers hear: Hello, my names Keilo. I come from Japan. Test-takers read: (a) Keiko is comfortable in Japan. (b) Keiko wants to come to Japan. (c) Keiko is Japanese. (d) Keiko likes Japan.
b. Paraphrase Recognition
Dialogue paraphrase
Test-takers hear: Man: Hi, Maria, my names George. Woman: Nice to meet you, George. Are you American? Man: No, I am Canadian. Test-takers read: (a) George lives in the United States. (b) George is American (c) George comes from Canada. (d) Maria is Canadian.
2. Responsive listening
a. Question-and-answer b. Open-ended Framework
a. Question-and-answer
b. Open-ended Framework
Open-ended response to a question
Test-takers hear: How much time did you take to do your homework? Test-takers write or speak: ________________________________________
3. Selective listening
a. Listening Cloze b. Information Transfer c. Sentence Repetition
4. Extensive listening
1. Dictation 2. Communicative Stimulus-Response Tasks 3. Authentic Listening Tasks
a. Note-taking b. Editing c. Interpretation tasks d. Retelling
Q&A
Contact: Dr. Hui-Ling Huang E-mail:huangje@yuntech.edu.tw