1 / 9

Lecture 8 Assessing Speaking Chapter 7 Brown, 2004

Lecture 8 Assessing Speaking Chapter 7 Brown, 2004. Lecture’s Objectives: By the end of this chapter students will be able to: Review types of speaking Discuss micro and macro skills of speaking Outline numerous tasks for assessing speaking.

elam
Download Presentation

Lecture 8 Assessing Speaking Chapter 7 Brown, 2004

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lecture 8 Assessing Speaking Chapter 7 Brown, 2004

  2. Lecture’s Objectives: • By the end of this chapter students will be able to: • Review types of speaking • Discuss micro and macro skills of speaking • Outline numerous tasks for assessing speaking

  3. ***Listening and speaking are almost always closely interrelated. While speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-taker’s listening skill.

  4. Basic types of speaking (p, 141-142) Imitative Intensive Responsive Interactive Extensive *Define and provide one example on each one of the above mentioned types.

  5. Micro and Macro skills of speaking ** What is the purpose of determining the macro and micro skills of speaking? (p, 142) Micro skills: refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units. Macro skills: imply the speakers focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. **Read the 16 different objectives to assess in speaking pages:142-143

  6. Three important issues to consider as you set out to design speaking tasks: (p, 143-144) No speaking task s capable of isolating the single skill of oral production. Eliciting the specific criterion you have designated for a task can be tricky because the beyond the word level , spoken language offers a number of productive potions to test-takers. Because of the above two characteristics of oral production assessment, it is important to carefully specify scoring procedures for a response so that you achieve as high reliability as possible.

  7. Designing assessment tasks: • **Imitative Speaking: (p,144-146) • Word repetition tasks • Phone pass tests • **Intensive speaking: (p, 147-159) • Direct response tasks • Read aloud tasks • Sentence/dialogue completion tasks and oral questionnaires • Picture-cued tasks • Translation(of limited stretches of discourse)

  8. ***Responsive speaking:(p, 159-166) • Question and answer • Giving instruction and directions • Paraphrasing • Test of spoken English • ***Interactive speaking: (p, 167-178) • Interview • Role play • Discussion and conversation • Games • Oral proficiency interview

  9. ***Extensive speaking: (p, 179-182) • Oral presentation • Picture-cued story-telling • Retelling a story, news event • Translation( of extended prose)

More Related