Basic Types of Speaking

PAPER OF LANGUAGE TESTING II

PAPER OF LANGUAGE TESTING II

To fullfill group assignment To fullfill group assignment

The Lecturer : iss !iah The Lecturer : iss !iah

TESTING SPEAKING SKILLS

TESTING SPEAKING SKILLS

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A. SPEAKING A F/0EIGN LANG1AGE

•Speaking is a complex skill

•Speaking is the most difficult language skill to assess with precision

•The problems involved in speaking test also occur in other forms of

language testing

•Five components usually tested in speaking:

1. Pronunciation . !rammar  ". #ocabulary $. Fluency

%. &omprehension

• 'f we can compare between the (riting Testing and Speaking Testing

2. 2ASIC T3PES /F SPEAKING 4. Im'a'5e

!. In'ens5e %. In'era6'5e 7. 0espons5e &. e8'ens5e The General +efn'on

• 'mitative )word by word*phrase by phrase+

• 'ntensive )employed in assessment context+

• ,esponsive )assessment task include interaction and test comprehension

 Short conversation

 Small talk 

• 'nteractive )speaking in the length and complexity of the interaction

 Transactional : exchanging specific information )formally+

 'nterpersonal: maintaining social relationship )informally+

• -xtensive )monolog+

ssessment task to produce oral production/ e.g. speech/ oral presentation/ story0telling/ etc.

M6ro an+ ma6ro s9lls of spea9ng

The micro skills refer to producing the smaller chunks of language/ e.g. phonemes/ morphemes/ words/ collocations/ phrasal units.

The macro skills imply the speakers focus on the larger elements/ e.g. fluently/ discourse/ function/ style/ cohesion/ non0verbal communication in strategic options.

Three mpor'an' ssues 'o +esgn 'as9s

1. 2o speaking task is capable of isolating the single skills of oral production. . -liciting the specific criterion.

". &arefully specify scoring procedures a response

4. Im'a'5e Spea9ng

• (ord repetition task 

a. Test takers hear 

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-

-

Scores for the phone0pass test are calculated by a computeri4ed scoring template and reported back to the test0taker within minutes.

1. Pronunciation . ,eading fluency ". ,epeat accuracy $. ,epeat fluency %. 5istening vocabulary !. In'ens5e spea9ng

• 6irected response tasks

-licits a particular grammatical transformation of sentence. -xamples:

1. Tell me he went home

. Tell me that you like rock music

". Tell him to come to my office at noon

• ,ead aloud tasks

o  reading aloud can over useful way for testing pronunciation

o  a few minutes are allocated for the students to look at the reading text o  teacher provide suitable text than choose one of them

o  it can be useful to imagine actual situation when someone read

something aloud. )e.g.steps to make something/ etc+

o 't include reading beyond the sentence level up to a paragraph

-xample on page 1$7.

,ead aloud stimulus/ paragraph length

despite the decrease in si4e0and/ some would say/ 8uality of our cultural word/ there still remain strong differences berween the usual  british and american writing styles. The 8uestion is/ how do you get your message across9 -nglish prose conveys its most novel ideas as if they were timesless truths/ while american writing exaggerates: if you believe half of what is said/ thats enough. The former uses understatement; the latter/ who are used to being sceamed at may not listen when someone

chooses to whisper politely. t the same time / the individual who used to a 8uite manner may re<ect a series of loud imperatives.

• Sentence*dialogue completion task an oral 8uestionnaires test0takers read

dialogue to get its gist and think about appropriate lines to fill in. -xample on page 1%=

dvantage : 0 its moderate control of the output of the test taker  0 To produce sociolinguistically correct language

6isadvantage : 0,eliance on literacy and an ability to transfer easily from written to spoken

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Test taker read and than hear  in a departement store

salesperson : >ay ' help you9 &ustomer : ...

salesperson : ?key/ what si4e do you wear9 &ustomer : ...

salesperson : hmmm...how about this green sweater here9 &ustomer : ...

salesperson : ?h/ well/ if you do not like green/ what color would you like9 &ustomer : ...

salesperson : @ow about this one9 &ustomer : ... salesperson : !reatA

&ustomer : ...

salesperson : 'ts on sale today for B"C.C% &ustomer : ...

salesperson : Sure/ we take visa/ mastercard/ american express. &ustomer : ...

test takers respond with appropiate lines.

• Picture0cued task 

't can re8uires a description from the test taker 

Ship Sheep

3all 3owl

 picture0cued elicitation of minimal pairs ) look at the paper page 1%+  picture0cued elicitation of comparatives ) look at the paper page 1%+  picture0cued elicitation of future tense ) look at the paper page 1%"+

 picture0cued elicitation of noun/ negative response/ numbers/ location ) look at the paper page 1%$+

 picture0cued elicitation of response and description ) look at the paper  page1%%+

%. 0espons5e spea9ng

• Euestion and answer 

Euestion at the responsive level tend to be genuine referential 8uestion in which the test taker is given more opportunity to produce meaningful language in response

-xample on page 1D=

• (hat dou you think about the weather today9 • (hat do you like about the english language9 • @ave you ever been to the united states before9

 (hat other countries have you visited9

 (hy did you go there9 (hat did you like best about it9

 'f you could go back / what would you like to do oe see9



• !iving instruction and direction

ssessment context produce opportunity to engage in relatively extended stretch of discourse.

-xample on page 1D1 test taker hear:

 6escribe how to make a typical dish from your country.

 (hat is good recipe for making ...9

 @ow do you access email on a P& computer9 etc.

• Paraphrasing

The test taken to read or hear a limited number of sentences and produce  paraphrase of the sentence.

test taker hear: Paraphrasing the following little story in your own words

>y weekend in the mountains was fabulous. The first day we  backpacked into the mountains and claimed about .===feet. the hike

was steneuous but exhilarating . by sunset we found these beautiful alpine lakes made camp there. The sunset was ama4ingly beautiful. The next two days we <ust kicked back and did little day hikes/ some rock climbing/ bird watching/ swimming and fishing. The hike out on the next day was really easy all downhill and the scenery was incridible.

7. In'era6'5e spea9ng

'nclude task that involved relatively long stretches of interactive discourse

• 'nterview

's the excellent way of testing speaking ability is the oral interview/ in which listening and speaking are involved in

's the first thing that comes to mind

4. E8ample of n'er5e)  )arm;up $ le5el 6he69 < probe < )n+;+o)n=

 )arm$up  prelmnar> small 'al9=

how are you9

 le5el 6he69 preplannee+ ?ues'ons=

how long have you been in this country )'ndonesia country/  <akarta+9

 Probe promp's 6hallenge 'o go 'o hegh's abl'>=

if you were a president of your country/ what would you like to change about your country9

 )n+$+o)n smple shor' 'o rela8 'es'$'a9er=

it was intersting to talk with you. 3est wishes

's popular pedagogical activity in communicative language teaching clauses. ,ole play allows some rehearsal time/ so the student can map out what they are going to say.

!. E8ample of rolepla>

Test taker pretend that they are a tourist and some students are a guided and other are salesperson in necklace. (hile roleplay can be controlled  between guided and salesperson by interview to get a the necklace which

lower price/ certain personal .

• 6iscussion and conversation

's an integrative task/ also advisable to give some cogni4ance and to comprehend performance in evaluating learners9

%. E8ample of +s6usson an+ 6on5ersa'ons

Test takers are given a topic to discuss with their friend. 'n discussion and conversation all of the student tobe active to give the oppinion about the topic and obey with the rules discussion and conversations before it.

• !ames

mong in formal assessment device are varieties of games that directly involve language production.

-xample: crossword pu44le/ matching games/ etc.

7. E8ample of games

&ross word pu44les are created in which the names of all members of a class are clued by obscure information about them. -ach class member must ask 8uestions of others to deetrmine who matches the clues in the  pu44le.

&. E8'ens5e spea9ng

'nvolved complex/ relatively length  stretches of discourse includes more transactional speech events.

• ?ral presentation

Present a report orally in front of the teacher. 'n oral presentation needed a checklist or grid to evaluate the test takers performance.

4= E8ample of oral presen'a'on

Test taker present a report orally in front of the teacher about a topic. 'n oral  presentation needed a checklist or grid to evaluate the test takers  performance.

The important thing to be consideration in oral presentation 1. Specify criteria

. Set appropriate task  ". -licit optimal output $. -stablish practical

• Picture0cued story0telling

 picture or a series of pictures as stimulus for longer story * description

The test taker read than tell the story that these the picture describe.

• ,etelling a story/ news event

Test taker hears* read a story * news event that they are asked to retell. this longer stretch of discourse and different genre.

The test taker read than tell the news event)up0date news+ that these the  picture describe.

• Translations

5onger text is presented for the test0taker to read in the native language and then translate into -nglish form texts: dialogue/ directions/ a synopsis