Testing Second Language Speaking

Fulcher, Glenn

doi:10.4324/9781315837376

Cited by 197 publications

(248 citation statements)

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“…In the context of assessing speaking, Fulcher (2003: 23) defined speaking ability as "the verbal use of language to communicate with others". Fulcher's (2003) definition is in line with other more recent definitions, such as that of Jamieson, Eignor, Grabe, and Kunnan (2008: 74), who defined speaking ability as "the use of oral language to interact directly and immediately with others… with the purpose of engaging in, acquiring, transmitting, and demonstrating knowledge". These broad definitions of oral proficiency suggest that this ability includes: 1) interactional competence; 2) appropriate use of phonology; 3) appropriate and accurate use of vocabulary and grammar; and 4) appropriate fluency.…”

Section: The Construct Of Oral Communicationsupporting

confidence: 60%

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New and not so new methods for assessing oral communication

Ockey

2019

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The assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular. In this paper, we discuss the factors that affect the process of oral communication assessment, current conceptualizations of the construct to be assessed, and five tasks that are used to assess this construct. These tasks include oral proficiency interviews, paired/group oral discussion tasks, simulated tasks, integrated oral communication tasks, and elicited imitation tasks. We evaluate these tasks based on current conceptualizations of the construct of oral communication, and conclude that they do not assess a broad construct of oral communication equally. Based on our evaluation, we advise test developers to consider the aspects of oral communication that they aim to include or exclude in their assessment when they select one of these task types. ABSTRACTThe assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular. In this paper, we discuss the factors that affect the process of oral communication assessment, current conceptualizations of the construct to be assessed, and five tasks that are used to assess this construct. These tasks include oral proficiency interviews, paired/group oral discussion tasks, simulated tasks, integrated oral communication tasks, and elicited imitation tasks. We evaluate these tasks based on current conceptualizations of the construct of oral communication, and conclude that they do not assess a broad construct of oral communication equally. Based on our evaluation, we advise test developers to consider the aspects of oral communication that they aim to include or exclude in their assessment when they select one of these task types.

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Section: The Construct Of Oral Communicationsupporting

confidence: 60%

“…Prosodic aspects of phonology include stress, increased volume on a syllable, intonation, voice movement, and pitch (Fulcher 2003). A major conundrum in assessing second language oral communication relates to how to assess accent, an important aspect of phonology.…”

Section: The Construct Of Oral Communicationmentioning

confidence: 99%

New and not so new methods for assessing oral communication

Ockey

2019

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“…Hâlbuki alandaki birçok uzmana göre (Lado, 1961;Louma 2009) yabancı dilde konuşma becerisinin öğretilmesine oldukça fazla önem verilmiş fakat bu becerinin ölçülmesine yeteri kadar özen gösterilmemiş ve bu durum konuşma becerisinin ölçülmesi alt-alanının istenilen düzeyde gelişmemesine yol açmıştır. Fulcher (2003)'e göre yabancı dilde konuşma becerisinin ölçülmesi hem teorik hem de pratik olarak dil becerisi ölçme alanının en yeni alt-alanlarından biridir. Bu alanda yeni olması, yeteri kadar çalışmanın olmaması ve konuşma becerisinin doğasından kaynaklanan bazı faktörler, konuşma becerisinin ölçülmesini nispeten daha zor bir hale getirmiştir.…”

Section: Introductionunclassified

İngilizce Hazırlık Programındaki Öğrenci ve Okutmanların İngilizce Konuşma Sınavlarına Dair Görüşleri

Öztürk¹

2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETNitel bir araştırma desenine sahip bu çalışma, İngilizceyi yabancı dil olarak öğrenen üniversite hazırlık sınıfı öğrencilerinin ve İngilizce okutmanlarının akademik yıl içerisinde yapılan İngilizce konuşma sınavlarına ilişkin görüşlerini belirlemeyi amaçlamaktadır. Çalışmaya İngilizce hazırlık bölümünde amaca dayalı örneklem tekniğiyle belirlenmiş 30 öğrenci ve beş okutman katılmıştır. Veriler 2015-2016 akademik yılının bahar döneminde katılımcılarla yapılan yarı-yapılandırılmış yüz yüze görüşmelerle toplanmış, elde edilen nitel veriler Creswell (2009)'un nitel içerik analizi şemasına bağlı kalınarak incelenmiştir. Sonuçlar konuşma sınavının öğrencilerin yabancı dilde konuşma kaygısının düzeyini artırsa da hem öğrenciler hem okutmanlar üzerinde olumlu etkiler yarattığını ortaya koymuştur. Ayrıca, konuşma sınavının uygulanması ile ilgili yaşanan sorunlar tespit edilmiş ve bu sorunlara yönelik bazı öneriler getirilmiştir.Anahtar Kelimeler: Konuşma sınavı, konuşma becerisi, İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler TEACHERS' AND STUDENTS' OPINIONS REGARDING THE SPEAKING EXAMS IN THE ENGLISH PREPARATORY PROGRAM ABSTRACTThis qualitative study aims to examine the opinions of the teachers and the students in an English preparatory program regarding the speaking tests administered during the academic year. The participants included 30 students and five instructors who were determined through purposeful sampling strategy. The data were collected through semi-structured interviews that were conducted with these participants in the spring semester of the 2015-2016 academic year, and the obtained data were analysed based on the qualitative content analysis scheme of Creswell (2009). The findings showed that the speaking exams influenced both the instructors and the students positively though it increased the anxiety level of the students taking the exam. Besides, the problems experienced during the administration of the exam were revealed, and several suggestions were offered regarding these problems. Dr., Anadolu Üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü, gokhanoztrk@gmail.com Gökhan ÖZTÜRK 2082 GİRİŞYabancı dil öğretiminde iletişimsel yaklaşımın popüler olmasıyla birlikte, konuşma becerisi dil öğretimi sürecinde üzerinde durulan en önemli hususlardan biri haline gelmiştir. İletişimde önemli bir rol oynayan bu becerinin öğretilmesi ve hedef dilde bu becerinin geliştirilmesi, öğrencilerin hem anlama hem de üretme becerilerinin geliştirilmesi ile doğru orantılıdır (Hughes, 2003). Bu sebepten dolayı, yabancı dil öğrencilerinin çoğu, anlama ve üretme süreçlerinin ikisini de gerektirdiği için, konuşma becerisinin okuma ve yazma gibi diğer becerilere göre daha zor olduğunu düşünürler (Nunan, 1992). Bu bakış açısı, yabancı dil öğretimi alanında uzmanlaşan insanların bu becerinin daha kolay ve etkili bir şekilde öğretilmesi konusunda sürekli olarak çalışmalarını gerektirmiştir. Hâlbuki alandaki birçok uzmana göre (Lado, 1961; Louma 2009) yabancı dilde konuşma becerisinin öğretilmesine oldukç...

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“…Nevertheless, speaking in a second or foreign language learning context has often been viewed as the most demanding of the four language skills. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions (Fulcher, 2003). Bygate (1987) declared that to become a proficient EFL speaker, studying the knowledge of grammar, vocabulary, pronunciation, intonation, etc.…”

Section: Resultsmentioning

confidence: 99%

Assessing speaking ability in academic context: Focusing on a mixed methods approach

Simin¹,

Tavakoli²

2014

IJRSLL

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The ability to speak in a foreign language is at the very heart of what it means to be able to use a foreign language. Speaking skill is an important part of the curriculum in language teaching, and this makes it an important object of assessment as well. This study consists of two phases, in the first phase, the qualitative phase, the purpose is to examine whether EFL learners use features of real-world listening input such as time creation device (pause fillers), facilitation device (fixed and conventional phrases), stock phrases and compensation device such as redundancy (repetition, reformulation, and rephrasing) in their natural speech production and in the second phase, the quantitative one, the purpose is to ascertain whether there is any correlation between the participants' use of these features with their proficiency. For this purpose, thirty four EFL students, who were third-year majors in English literature at the University of Isfahan, participated in the interview for their oral production final exam. According to their scores they were divided into two groups, high proficient and low proficient.After the corpus analysis, the results show that time creation device and then stock phrases are the two most frequently used strategies among which time creation fillers are occupying the absolute majority of all strategies employed. The results also reveal that there is no statistically significant difference between two groups regarding their proficiency levels and frequency of appropriate use of spoken features. The immediate implications that can be drawn from the results obtained in this study is that it sheds light on using oral assessment as a necessary and practical way to enhance EFL learners' speaking skills and ability.

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Testing Second Language Speaking

Cited by 197 publications

References 0 publications

New and not so new methods for assessing oral communication

New and not so new methods for assessing oral communication

İngilizce Hazırlık Programındaki Öğrenci ve Okutmanların İngilizce Konuşma Sınavlarına Dair Görüşleri

Assessing speaking ability in academic context: Focusing on a mixed methods approach

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