Evaluating Learner Interactional Skills

Riggenbach, Heidi

doi:10.1075/sibil.14.05rig

Cited by 15 publications

(4 citation statements)

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“…Of equal weight is Lantolf and Frawley’s (1985) point that the ACTFL Proficiency Guidelines‐Speaking are essentially circular; that is, an examinee’s performance is deemed consistent with a specific level based only on those level definitions and not on any independent criteria. Finally, Rigginbach (1998) and Ross (1998) both question the kind of language actually tested by the OPI. As a result, the issue of what the OPI actually tests remains unresolved.…”

Section: Current Controversiesmentioning

confidence: 99%

Oral Proficiency Assessment: Current Approaches and Applications for Post‐Secondary Foreign Language Programs

Malone

Montee

2010

Language and Linguist. Compass

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Changes to oral proficiency instruction and assessment in post‐secondary foreign language programs grew out of the proficiency movement of the 1970s and 1980s. The Oral Proficiency Interview (OPI) became the major approach to oral proficiency assessment in the United States. Initially developed for government use, the OPI was originally rated according to the Interagency Language Roundtable Guidelines. Over time, the ACTFL Proficiency Guidelines‐Speaking were developed for use with the OPI in academic settings, particularly at the post‐secondary level. In this paper, we discuss the strengths and limitations of the OPI and identify current controversies related to its use at the post‐secondary level. In addition, we explore new approaches to oral proficiency assessment, including computer‐mediated oral proficiency testing. We also examine the expected proficiency outcomes for foreign language students at different levels, an area that has been little researched. Finally, we recommend ways to increase the formal use of oral proficiency assessment and establish and publicize realistic expectations of outcomes for programs, instructors and students.

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Section: Current Controversiesmentioning

confidence: 99%

Oral Proficiency Assessment: Current Approaches and Applications for Post‐Secondary Foreign Language Programs

Malone

Montee

2010

Language and Linguist. Compass

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“…How students correct their pronunciation depends so much on how teachers pronounce words correctly although pronunciation study is too difficult and monotonous for learners (Harmer, 2001). As one of the main aspects of speaking (Riggenbach, 1998) pronunciation always receives unawareness. Pronouncing English words, especially the English of the inner cycle (James, 1998), perfectly becomes struggles for Indonesians.…”

Section: Introductionmentioning

confidence: 99%

Detecting Mispronunciations of Non-Native (L2) Post-Graduate Students of English Language Education in Indonesia

Purnama

Pawiro

Azis

2023

ijole

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Speaker’s good pronunciation makes his/her listener comfortable, and confident to participate in the conversation and his/her mispronunciations bring implications to the listener’s awareness and involvement with the message spoken. The research was aimed at detecting the mispronunciations made by 70 non-native (L2) post-graduate students who were enrolled in the English department and were also school teachers in Greater Jakarta (including Jakarta, Bogor, Depok, Tangerang, and Bekasi [or commonly shortened as Jabodetabek]). They were given English texts to read, and recorded, and a semi-structured interview was applied. Error analysis was employed to check mispronunciations. The results showed that 43 students (61%) made mispronunciations and 27 (39%) didn’t. Mispronunciation was found on vowels by 4 students (5.71%), on consonants by 5 (7.14%), on diphthongs by 3 (4.28%), and on consonant clusters by 14 (20%). Most of the students made intralingual and global errors.

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“…There are number of speaking aspects. Riggenbach (1998) stated that pronunciation, vocabulary, grammar, and fluency are the main aspects of speaking (p. 55). Pronunciation means how a word can be pronounced.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Studentsâ€™ Perception of Speaking Problems and Mispronunciation At English Department UIGM

Karunia

Anggraini

Hartono

2019

Glob. Expert J. Bhs. dan Sastra

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This research aimed to identify the problems of speaking of sixth semester students of English Department UIGM based on their opinion, to reveal kinds of speaking activities that sixth semester students of English Department UIGM hope to be included in speaking courses, and to reveal how many mispronunciation errors that they made during the interview. The type of this research was descriptive research. The participants of the research were the four sixth semester students of English Department UIGM. The instrument used was interview. The result of the analysis showed that the participants have problems in speaking which are divided into two major problems; psychological and linguistic problems. The psychological problems include feeling nervous and being afraid to speak in English in front of the class. The second major problem is linguistic problems, which include problems in speaking aspects like pronunciation, grammar, and vocabulary. The participants suggested four activities that they hope to be included in speaking courses; singing, English speaking day, speaking with native speaker, and being an international event volunteer. The last, the participants mispronunced 30 English words which consists of vowels (/a/, /É™/, /e/, and /Ã¦/), consonants (/Êƒ/, /k/, /Ó¨/, and /v/) and diphthongs (/aÊŠ/ and /ÉªÉ™/).Keywords : Studentsâ€™ Perception, Speaking, Mispronunciation, EnglishAbstrakPenelitian ini bertujan untuk mengidentifikasi berbagai masalah dalam berbicara yang dihadapi oleh mahasiswi-mahasiswi semester enam Program Studi Bahasa Inggris UIGM berdasarkan opini mereka, untuk mengungkap macam-macam aktivitas berbicara yang mereka harap dapat disertakan dalam mata kuliah speaking, dan untuk mengungkap berapa banyak kesalahan pengucapan yang mereka buat selama wawancara. Jenis penelitian ini adalah penelitian kualitatif. Partisipan-partisipan dari penelitian ini adalah empat mahasiswi semester enam Program Studi Bahasa Inggris UIGM. Instrumen yang digunakan adalah wawancara. Hasil dari analisa menunjukkan bahwa para partisipan memiliki masalah dalam berbicara yang terbagi dalam 2 macam inti masalah; masalah-masalah psikologis dan masalah-masalah kebahasaan. Masalah-masalah psikologis meliputi perasaan gugup dan takut untuk berbicara menggunakan bahasa Inggris di depan kelas. Masalah kedua adalah masalah-masalah kebahasaan, yang meliputi masalah dalam unsur-unsur berbicara seperti pengucapan, tata bahasa, dan kosakata. Para partisipan menyarankan empat aktivitas yang mereka harap dapat disertakan dalam mata kuliah speaking; menyanyi, hari berbahasa Inggris, bercakap-cakap dengan penutur asli bahasa Inggris, dan menjadi panitia acara internasional. Terakhir, para partisipan keliru dalam mengucapkan 30 kata berbahasa Inggris yang mengandung huruf vokal (/a/, /É™/, /e/, and /Ã¦/), konsonan (/Êƒ/, /k/, /Ó¨/, and /v/) dan diftong (/aÊŠ/ and /ÉªÉ™/).Kata kunci : Persepsi Mahasiswa, Berbicara, Kesalahan Pengucapan, Bahasa Inggris

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Evaluating Learner Interactional Skills

Cited by 15 publications

References 0 publications

Oral Proficiency Assessment: Current Approaches and Applications for Post‐Secondary Foreign Language Programs

Oral Proficiency Assessment: Current Approaches and Applications for Post‐Secondary Foreign Language Programs

Detecting Mispronunciations of Non-Native (L2) Post-Graduate Students of English Language Education in Indonesia

Analyzing Studentsâ€™ Perception of Speaking Problems and Mispronunciation At English Department UIGM

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