Developing and assessing speaking in a competence based
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Assessing speaking skills
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
Teaching and assessing speaking
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
Speaking Assessment_Language Assessment - By Sheila Chei
This document discusses assessing speaking ability in English. It outlines basic types of speaking like imitative, intensive, responsive and interactive. It recommends choosing an appropriate technique to elicit a valid oral sample, such as interviews, role plays, or responses to audio recordings. The document provides a rating scale from 1 to 6 to evaluate ability to communicate orally based on ease, errors, and difficulty experienced by native English speakers. It stresses creating reliable scales to score aspects of speaking like accuracy, appropriateness, range, flexibility and size.
Assessing speaking
This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
Assessing speaking
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
Assesing speaking skills
1) The document describes a workshop used to help teachers assess students' speaking skills by making them more aware of the different criteria they could use and how the criteria should depend on the testing context.
2) The workshop involves teachers viewing student speaking samples, discussing what criteria affect their evaluations, being introduced to a list of common criteria, and examining how the criteria selection depends on factors like the test purpose and administration process.
3) The goal is to improve the validity and reliability of speaking assessments by making the criteria choices and weightings more explicit and tailored to the testing context.
Assessing Speaking
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
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Assessing speaking skills
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
Teaching and assessing speaking
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
Speaking Assessment_Language Assessment - By Sheila Chei
This document discusses assessing speaking ability in English. It outlines basic types of speaking like imitative, intensive, responsive and interactive. It recommends choosing an appropriate technique to elicit a valid oral sample, such as interviews, role plays, or responses to audio recordings. The document provides a rating scale from 1 to 6 to evaluate ability to communicate orally based on ease, errors, and difficulty experienced by native English speakers. It stresses creating reliable scales to score aspects of speaking like accuracy, appropriateness, range, flexibility and size.
Assessing speaking
This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
Assessing speaking
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
Assesing speaking skills
1) The document describes a workshop used to help teachers assess students' speaking skills by making them more aware of the different criteria they could use and how the criteria should depend on the testing context.
2) The workshop involves teachers viewing student speaking samples, discussing what criteria affect their evaluations, being introduced to a list of common criteria, and examining how the criteria selection depends on factors like the test purpose and administration process.
3) The goal is to improve the validity and reliability of speaking assessments by making the criteria choices and weightings more explicit and tailored to the testing context.
Assessing Speaking
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
How to assess speaking
This document discusses how to properly assess speaking skills. It emphasizes using a clear test purpose, suitable test constructs, and a range of task types. Speaking tests should include a variety of tasks like monologues, interactions, and paired activities. Assessment should consider cognitive knowledge, processing abilities, and automaticity. Tasks can vary in difficulty based on factors like familiarity and abstractness of topics, as well as speech functions. Tests should use clear instructions and a justified ordering of tasks. Scoring can be done through holistic or analytical scales, with each approach having strengths and limitations.
Webside assess speaking
This document discusses assessment of speaking skills and provides guidance on how to effectively test speaking. It identifies key aspects to evaluate such as vocabulary, grammar, fluency, pronunciation, and task completion. Both holistic and analytic scoring methods are described, with holistic providing a quick overall score but less diagnostic feedback, while analytic takes more time but provides useful information on individual skill areas. The document also lists common speaking tasks, advantages and disadvantages of speaking tests, and factors that can affect task performance like instructions, timing, and marking criteria.
Assessing speaking
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Assessing speaking
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
Assessing speaking
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
Assessing Speaking
This document discusses key considerations for assessing speaking skills. It addresses why a 60-70% score is usually passing, what makes speaking difficult to test, different types of speaking tasks, and factors that affect task fairness. It emphasizes that speaking involves many subskills performed automatically, and that tests need a clear purpose and a range of task types matched to the construct. Raters should use suitable assessment scales and criteria to reliably score performances.
Challenges in the teaching and testing of speaking
This document discusses challenges in teaching and testing speaking skills. It is divided into four parts: 1) defining speaking and its genres, 2) how to teach conversation skills, 3) common evaluation methods, and 4) ideas to improve teaching and testing. The key points are that speaking encompasses different genres beyond presentations and interviews; conversation is the most important skill but often not taught or tested; and evaluations should match what is taught in the classroom.
Assessing speaking assignment
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
Teaching speaking brown
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
Testing speaking
This talk was given by Michel Fandel, Christiane Klein, and Romy Schmit on 18th October at the English Teachers' Day conference in Luxembourg.
Assessing Listening with Dr. Larry Vandergrift
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
assesing listening
This document provides an overview of assessing listening skills. It discusses the nature of listening as an active process using linguistic and non-linguistic cues. Key concepts in language assessment like practicality, reliability, validity and authenticity are also covered. The document outlines observing performance through multiple tests, tasks and forms of assessment. It describes the importance of listening and basic types of listening like intensive, responsive, selective and extensive. Microskills and macroskills of listening are defined. The document provides examples of designing assessment tasks for intensive listening focusing on recognizing phonological/morphological elements and paraphrase recognition.
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While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Teaching Oral Communication Skills
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
Language Assessment - Assessing Speaking byEFL Learners
The importance and basic type of speaking, micro- and macro skills of speaking, and how to observing the performance and designed the assessment tasks
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This document discusses teaching oral skills to English language learners. It outlines some of the challenges of teaching oral skills, such as lack of student motivation and large class sizes. It then describes various speaking activities that can be used, including discussions, speeches, role plays, conversations, and using audio media. For discussions, it recommends giving students specific roles and clarifying expectations. For speeches, it notes topics can vary by student level. Role plays are suitable for practicing social language. Conversations emphasize analyzing language use. The document concludes by discussing assessing classroom performance and ongoing developments that will impact language teaching.
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The document discusses issues related to teaching pronunciation to language learners. It addresses whether there should be a focus on pronunciation and factors like accuracy, fluency, anxiety, and learning environment. It also discusses techniques like clustering, redundancy, rates of delivery, feedback, and avoiding fossilization. The techniques discussed are meant to cover learners' needs, be motivating, use authentic language, and focus on speaking and listening links.
Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
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This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
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This document discusses how to properly assess speaking skills. It emphasizes using a clear test purpose, suitable test constructs, and a range of task types. Speaking tests should include a variety of tasks like monologues, interactions, and paired activities. Assessment should consider cognitive knowledge, processing abilities, and automaticity. Tasks can vary in difficulty based on factors like familiarity and abstractness of topics, as well as speech functions. Tests should use clear instructions and a justified ordering of tasks. Scoring can be done through holistic or analytical scales, with each approach having strengths and limitations.
Webside assess speaking
This document discusses assessment of speaking skills and provides guidance on how to effectively test speaking. It identifies key aspects to evaluate such as vocabulary, grammar, fluency, pronunciation, and task completion. Both holistic and analytic scoring methods are described, with holistic providing a quick overall score but less diagnostic feedback, while analytic takes more time but provides useful information on individual skill areas. The document also lists common speaking tasks, advantages and disadvantages of speaking tests, and factors that can affect task performance like instructions, timing, and marking criteria.
Assessing speaking
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Assessing speaking
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
Assessing speaking
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
Assessing Speaking
This document discusses key considerations for assessing speaking skills. It addresses why a 60-70% score is usually passing, what makes speaking difficult to test, different types of speaking tasks, and factors that affect task fairness. It emphasizes that speaking involves many subskills performed automatically, and that tests need a clear purpose and a range of task types matched to the construct. Raters should use suitable assessment scales and criteria to reliably score performances.
Challenges in the teaching and testing of speaking
This document discusses challenges in teaching and testing speaking skills. It is divided into four parts: 1) defining speaking and its genres, 2) how to teach conversation skills, 3) common evaluation methods, and 4) ideas to improve teaching and testing. The key points are that speaking encompasses different genres beyond presentations and interviews; conversation is the most important skill but often not taught or tested; and evaluations should match what is taught in the classroom.
Assessing speaking assignment
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
Teaching speaking brown
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
Testing speaking
This talk was given by Michel Fandel, Christiane Klein, and Romy Schmit on 18th October at the English Teachers' Day conference in Luxembourg.
Assessing Listening with Dr. Larry Vandergrift
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
assesing listening
This document provides an overview of assessing listening skills. It discusses the nature of listening as an active process using linguistic and non-linguistic cues. Key concepts in language assessment like practicality, reliability, validity and authenticity are also covered. The document outlines observing performance through multiple tests, tasks and forms of assessment. It describes the importance of listening and basic types of listening like intensive, responsive, selective and extensive. Microskills and macroskills of listening are defined. The document provides examples of designing assessment tasks for intensive listening focusing on recognizing phonological/morphological elements and paraphrase recognition.
Assessing Language Skills
Assessing receptive skills: reading and writing.
Assessing productive skills: listening and speaking.
Language Assessment - Assessing Listening by EFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
Assessing listening
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Teaching Oral Communication Skills
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
Language Assessment - Assessing Speaking byEFL Learners
The importance and basic type of speaking, micro- and macro skills of speaking, and how to observing the performance and designed the assessment tasks
Teaching Oral Skill
This document discusses teaching oral skills to English language learners. It outlines some of the challenges of teaching oral skills, such as lack of student motivation and large class sizes. It then describes various speaking activities that can be used, including discussions, speeches, role plays, conversations, and using audio media. For discussions, it recommends giving students specific roles and clarifying expectations. For speeches, it notes topics can vary by student level. Role plays are suitable for practicing social language. Conversations emphasize analyzing language use. The document concludes by discussing assessing classroom performance and ongoing developments that will impact language teaching.
Week 3 teaching oral skills 1
The document discusses issues related to teaching pronunciation to language learners. It addresses whether there should be a focus on pronunciation and factors like accuracy, fluency, anxiety, and learning environment. It also discusses techniques like clustering, redundancy, rates of delivery, feedback, and avoiding fossilization. The techniques discussed are meant to cover learners' needs, be motivating, use authentic language, and focus on speaking and listening links.
Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
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This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
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The document discusses techniques for teaching speaking skills effectively in a second language classroom. It notes that the goal should be communicative efficiency. While variety of activities and interaction are beneficial for students, traditional speaking classes often lack preparation, explicit teaching of skills, strategy development, feedback and follow-up. The document provides suggestions for how teachers can structure speaking activities, including focusing on pronunciation, stressing intelligibility, providing preparation and multiple practice opportunities, and giving feedback to help students improve. It also discusses characteristics of successful speaking activities like pair/group work and keeping students actively speaking in the target language.
Speaking
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
Ola
The document discusses challenges teachers face in assessing students' oral language abilities and provides guidance on how to do so effectively. It notes that teachers must make time for assessment, select appropriate activities, and determine evaluation criteria. When assessing English learners, it is important to consider a student's ability to communicate for both basic and academic purposes. The document recommends focusing assessment on a student's capacity to interpret and convey meaning in authentic interactive contexts. It provides steps for effective oral language assessment, including identifying the assessment purpose, planning, developing rubrics, and setting standards.
Building oral language skills
The document provides guidance for teachers on developing students' oral language skills through carefully planned classroom interactions where English is the sole language used, and the teacher acts as a language model, guide, helper and ally by creating a comfortable environment and adjusting their language based on students' needs and abilities. It emphasizes acquiring functional language through natural language use, language routines, building up and breaking down vocabulary, and providing multiple opportunities for practice.
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English Language Lab has a tradition of helping learners to improve their English, whether for work, personal enrichment or English for Academic Purposes. Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
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Developing and assessing speaking in a competence based
- 1. DEVELOPING AND ASSESSING SPEAKING IN A COMPETENCE BASED CURRICULUM H.O.D. NOURA AL-BEDAIWI
- 2. SPEAKING SKILL • It is challenging to have students acquire a foreign language in a spoken form. The speaking skill needs practice outside class doors. • “Brown (1994) labels speaking as the most challenging skill for students because of the set of features that characterize oral discourse: - Contractions, vowel reductions and elision; - The use of slang and idioms; - Stress, rhythm and intonation; - The need to interact with at least one other speaker.”
- 3. SPEAKING SKILL Speaking is an “activity requiring the integration of many subsystems…all these factors combine to make speaking a second or foreign language a formidable task for language learners…yet for many people, speaking is seen as the central skill” (Bailey and Savage 1994: 6-7).
- 4. Authentic Dialogues Have students speak through their own experiences in a conversation. PBL Have students communicate while making a project. It might be challenging to have them not speak in their own mother tongue; encouragement is needed therefore. Language to their Level Speak in a simple language and encourage them to use the words they already learned. HOW TO DEVELOP THE SPEAKING SKILL?
- 5. Safe Environment Do not correct your students all the time. Instead you can repeat their answers with the correction. Fun Let them speak without stress. Plan enjoyable tasks to their levels using gamification techniques. HOW TO DEVELOP THE SPEAKING SKILL?
- 7. Assessing Speaking Through Curriculum Standards and Descriptors Varried Tasks Suitable Assessment Tools (observation – portfolio, rubrics, etc.)
- 8. Spoken Interaction • I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. Spoken Production • I can use simple phrases and sentences to describe where I live and people I know. LEVELS IN SPOKEN INTERACTION AND SPOKEN PRODUCTION IN CEF
- 9. REFERENCE The Importance of Teaching Listening and Speaking Skills; TRABAJO FIN DE MÁSTER. CURSO: 2011 – 2012.