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Linguistically oriented: vocabulary, grammar and pronunciation. Communication-oriented: overall communication activity in the task such as telling a narrative or expressing and defending an opinion. Situation-based task design: the task-based approach to defining the test construct.
Linguistically oriented: vocabulary, grammar and pronunciation. Communication-oriented: overall communication activity in the task such as telling a narrative or expressing and defending an opinion. Situation-based task design: the task-based approach to defining the test construct.
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Linguistically oriented: vocabulary, grammar and pronunciation. Communication-oriented: overall communication activity in the task such as telling a narrative or expressing and defending an opinion. Situation-based task design: the task-based approach to defining the test construct.
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als DOC, PDF, TXT herunterladen oder online auf Scribd lesen
In assessing oral skills, we can use different test items according the relevant purposes or target information to be tested. Luoma (2004) provides three frameworks about general purposes of testing oral skills as “linguistically oriented, communication- oriented and situation-based.” Linguistically oriented: vocabulary, grammar and pronunciation. This purpose can be carried out by structured speaking tasks. They are called ‘structured’ because they control quite closely what the examinees are going to say. In reading aloud and sentence repetition, the testers know exactly what the examinee will say, and, in short-answer questions and reacting to phrases tasks, a short list of acceptable answers can usually be specified. Structured speaking tasks are typically used to evaluate linguistic features, particularly pronunciation and grammar. Short- answer questions and reactions to phrases can also be used to evaluate overall understanding and comprehensibility. Short-answer questions test comprehension of the questions and ability to give relevant information in response. The difference between this and more extended simulations is that the questions and answers are limited and all the information needed for answering the questions is usually provided in the task materials. Reacting to phrases is another structured task that is often used in tape-based tests. The task usually tests the examinees’ knowledge of conventional politeness exchanges such as greetings, thanks, apologies, expressions of agreement and polite disagreement, and so on. Communication-oriented: the overall communication activity in the task such as telling a narrative or expressing and defending an opinion, discussing factors that support the chosen opinion and argue against others, comparing and contracting things through which advanced oral skills for description is needed. Situation-based task design: this belongs to the task-based approach to defining the test construct. This approach is typically used in specific-purpose testing and in vocational and professional education. What we find significant for the early stage of Chinese language learning are the first two, namely we evaluate how students understand linguistic rules and use them in communication. Here are some examples in Luoma (2004, pp. 139-169) that show the types of test items and their functions: Description tasks Example 1—A one-to-one interview: Describe to me the room or area where you work. Example 2—A pair task in an interview test (two pictures are provided): Describe your pictures to each other and then talk about what is similar in your pictures and what is different. Narrative tasks Example 3: A tape-based test (Six pictures should be provided) Please look at the six pictures below. Tell the story based on these pictures starting from picture number 1 and going through picture number 6. Take one minute to look at the pictures. The narrative is a monologue, and as the test is tape-based the examinees have to tell it in one long stretch without any feedback from a listener. Example 4: A face-to-face paired interaction test You each have a set of pictures. Together they make a story. Each of you tells one part of the story. Narrative tasks are also frequently used in speaking tests. They show how well the examinees can recount a sequence of events, usually in one time frame, either present or past. Most often, the tasks are based on picture sequences, where the content of the pictures guides what will be said. It is likely to create some interaction even though one of the pupils is always the main speaker while the narrative is being constructed. Information gap between the two speakers is therefore likely to occur. Also, the choice of good sequences is a difficult matter. Personal stories often reveal embarrassing details that speakers would be shy to discuss in a test or, if not, they may be so uneventful that the speakers would consider them unworthy to tell. Instruction tasks Example 5: A one-to-one interview Imagine that we are standing in front of your house. Tell me how to get to the shop from there. Example 6: A face-to-face paired interaction test—Feeding the puppy You cannot go home and your puppy needs to be fed. Your friend says he will do it. Tell your partner exactly what to do, what he’ll need and where to find things. Follow the instructions below. Fine what you need in the picture. Tasks—what you have to do; what you need; where to find things. The main purpose in giving directions and instructions is getting the message across the making sure that it has been understood. This tends to mean short exchanges between the speaker and the listener. Comparing and contrasting tasks Example 7: Interaction outline for a pair task in a paired interview Candidate A compare and contrast two or three of these photographs, saying what kind of clothing the people are wearing and why the protection might be necessary. Explaining and predicting tasks Example 8: A taped-based test Explaining the contents of a graph or explaining a process is a fairly common task in many professional and study settings. To do well on the task, the speakers need to set the scene and identify parts of the information or stages in the process that they are explaining and present them in coherent order. They also need to explain the significance of the important parts or stages, so that the listeners understand what the explanation is about and why it is the being given. Predictions go together well with explanation tasks, and they can also be fairly monologic. As predictions involve speculation, they may become more interactive in a face-to-face setting. Decision tasks Example 9: in a paired interview Discuss and decide together: 1) what the advantages and disadvantages are of attending trade fairs, for instance, and 2) which members of staff would most usefully represent a company at a trade fair. In speaking tests, the issues that need to be decided are usually not clear-cut, so that arguments for and against different solutions are needed. The speakers express their opinions about the concerns and justify them in order to air different viewpoints before negotiating the conclusion. Role-plays and simulations Role-plays simulate different kinds of communication situations that the target group of the test could plausibly meet outside the test. They can be completed between two examinees or between an examinee and a tester. Example 10: A job interview The employer—inquiring information about candidate’s abilities, qualifications, and character The candidate—providing information about himself and inquiring information about the company Role-play tasks are a way of making communication in a test more versatile because, rather than talking to a tester, the examinees take on a new role and a new, simulated role relationship to their communication partner. Their performance shows their ability to adapt to the requirements of the new role and situation. As long as the situation is relevant for the target audience and the purpose of the test, this gives useful information for the tester. The information may simply be a new perspective into the examinees’ linguistic resources, or the use of different functions from other tasks in the test.