PPT ASSESSING SPEAKING MF.pptx
•Download as PPTX, PDF•
0 likes•19 views
This document discusses assessing speaking ability and describes different types and skills of speaking. It outlines five basic types of speaking assessment tasks: imitative, intensive, responsive, interactive, and extensive. It also describes microskills like pronunciation and macroskills like social and pragmatic aspects of speaking. The document provides examples of assessment tasks for each type of speaking, such as word repetition for imitative speaking and interviews for interactive speaking. It aims to design speaking assessments that evaluate different speaking skills.
Report
Share
Report
Share
Recommended
A Brief Summary Of Speaking Assessment - HD Brown.
The document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks focus on pronunciation, while intensive tasks evaluate narrow grammatical skills through directed responses, reading aloud, and picture prompts. Responsive tasks involve short conversations through questions and answers or paraphrasing. Interactive tasks provide longer interactions through discussions, interviews, or role-plays. Proper task design and scoring procedures are important to reliably evaluate speaking skills.
Assessing Speaking .pdf
Group 6 presented on assessing speaking skills. They explored the key points in assessing speaking abilities based on H. Douglas Brown's book "Language Assessment", including the skills to be evaluated, test design, rating scales, scoring methods, and issues. Speaking tests should assess a range of micro skills like pronunciation and macro skills like accomplishing communicative functions. Tasks range from imitative repetition to extensive speaking and include responsive questions, role plays, and oral presentations. Careful consideration of factors like test purpose and test-taker characteristics is needed to develop effective and reliable speaking assessments.
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.
Teaching of Listening and Speaking : Developing Listening and Speaking
Teaching of Listening and Speaking : Developing Listening and SpeakingSultan Mizan Trainee Teacher's Institution
The document discusses the processes involved in listening and speaking skills. It identifies 8 simultaneous processes in listening including determining the type of speech, inferring the speaker's objective, and retaining important messages. It also discusses different types of listening performances and strategies for developing listening skills. For speaking, it discusses producing sounds, grammar structures, and conveying meaning as well as different speaking performances and strategies for developing speaking abilities.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.
Oral skills & classroom speaking performance
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
Princípios de produção oral em língua inglesa (pt 1)
The document discusses principles of oral communication skills in English. It covers 5 main topics: 1) oral communication skills, emphasizing accuracy, fluency, and affective factors, 2) types of spoken language including monologues, dialogues, and transactional vs. interpersonal language, 3) challenges of speaking like clustering, redundancy, reduced forms, and interaction, 4) microskills of oral production, and 5) types of classroom speaking performances such as imitative, intensive, responsive, transactional, interpersonal, and extensive speaking. The overall document provides an overview of best practices for teaching oral communication in a second language classroom.
Teaching listening and speaking
This document discusses theories and approaches to teaching listening and speaking skills. It covers:
1) The evolution of listening instruction from a bottom-up skills approach to one that sees listeners as active participants using various strategies. Speaking instruction has shifted from repetition drills to a communicative approach.
2) Key aspects of listening as comprehension (understanding discourse) and listening as acquisition (extracting meaning). Bottom-up and top-down processing are explained as well as cognitive and metacognitive strategies.
3) The importance of noticing in the intake process for developing speaking skills. Noticing and restructuring activities are suggested to help learners notice and productively use language from listening texts.
4)
Recommended
A Brief Summary Of Speaking Assessment - HD Brown.
The document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks focus on pronunciation, while intensive tasks evaluate narrow grammatical skills through directed responses, reading aloud, and picture prompts. Responsive tasks involve short conversations through questions and answers or paraphrasing. Interactive tasks provide longer interactions through discussions, interviews, or role-plays. Proper task design and scoring procedures are important to reliably evaluate speaking skills.
Assessing Speaking .pdf
Group 6 presented on assessing speaking skills. They explored the key points in assessing speaking abilities based on H. Douglas Brown's book "Language Assessment", including the skills to be evaluated, test design, rating scales, scoring methods, and issues. Speaking tests should assess a range of micro skills like pronunciation and macro skills like accomplishing communicative functions. Tasks range from imitative repetition to extensive speaking and include responsive questions, role plays, and oral presentations. Careful consideration of factors like test purpose and test-taker characteristics is needed to develop effective and reliable speaking assessments.
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.
Teaching of Listening and Speaking : Developing Listening and Speaking
Teaching of Listening and Speaking : Developing Listening and SpeakingSultan Mizan Trainee Teacher's Institution
The document discusses the processes involved in listening and speaking skills. It identifies 8 simultaneous processes in listening including determining the type of speech, inferring the speaker's objective, and retaining important messages. It also discusses different types of listening performances and strategies for developing listening skills. For speaking, it discusses producing sounds, grammar structures, and conveying meaning as well as different speaking performances and strategies for developing speaking abilities.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.
Oral skills & classroom speaking performance
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
Princípios de produção oral em língua inglesa (pt 1)
The document discusses principles of oral communication skills in English. It covers 5 main topics: 1) oral communication skills, emphasizing accuracy, fluency, and affective factors, 2) types of spoken language including monologues, dialogues, and transactional vs. interpersonal language, 3) challenges of speaking like clustering, redundancy, reduced forms, and interaction, 4) microskills of oral production, and 5) types of classroom speaking performances such as imitative, intensive, responsive, transactional, interpersonal, and extensive speaking. The overall document provides an overview of best practices for teaching oral communication in a second language classroom.
Teaching listening and speaking
This document discusses theories and approaches to teaching listening and speaking skills. It covers:
1) The evolution of listening instruction from a bottom-up skills approach to one that sees listeners as active participants using various strategies. Speaking instruction has shifted from repetition drills to a communicative approach.
2) Key aspects of listening as comprehension (understanding discourse) and listening as acquisition (extracting meaning). Bottom-up and top-down processing are explained as well as cognitive and metacognitive strategies.
3) The importance of noticing in the intake process for developing speaking skills. Noticing and restructuring activities are suggested to help learners notice and productively use language from listening texts.
4)
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.
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.
Topic 6 Assessing Language Skills and Content
The document discusses different types of language skills assessment including listening, speaking, reading, and writing. It describes several categories within each skill:
- Listening is categorized into intensive, responsive, selective, and extensive tests to assess different listening abilities.
- Speaking assessments include imitative, intensive, responsive, interactive (transactional and interpersonal), and extensive tests.
- Reading tests focus on perceptive, selective, interactive, and extensive levels to measure bottom-up and top-down comprehension.
- Writing is initially assessed through imitative and intensive controlled tasks before moving to more open-ended responses.
teaching speaking por Jacqueline Gavilanes
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
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.
Oral language assessment
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
Oral language assessment
it contends the elements of oral evaluation, the ability of oral evaluation can assessment with this process. The different aspects of oral language can improve when the teacher or students notice the errors by oral assessment.
Week 2 Teaching listening comprehension
The document outlines an English teaching course being taught by Stephanie Brooks, including the topics of listening comprehension techniques that will be covered in Week 2 such as the cognitive processes involved in listening, types of oral language, factors that make listening difficult, principles for designing listening techniques, and examples of listening techniques. The course will also cover creating lesson plans and evaluating oral language classes using an observation rubric.
PRONUNCIATION II SYLLABUS
This document provides an overview of the Pronunciation II course at the Universidad Tecnológica de Pereira. The course focuses on suprasegmental features of English pronunciation including rhythm, intonation, stress, and connected speech. Students will learn strategies for teaching pronunciation and analyze the effectiveness of collaborative learning groups. Evaluation includes exams, presentations, and reflections. Technological resources will support pronunciation practice and development of teaching skills.
TESOL 109 - The Skills-based Syllabus Design
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
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.
Speaking
Based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapter 9.
Tkt module 1 units 7,8
The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
Teaching Speaking by Soukaina kouihi
This document outlines a presentation on teaching speaking skills. It discusses current research on speaking pedagogy and highlights challenges students face with speaking. It analyzes different types of spoken language and classroom speaking activities. Principles for teaching speaking are provided, including a focus on fluency and accuracy, motivating students, using authentic contexts, and giving feedback. Methods for teaching conversation and pronunciation are described. Guidelines for error correction and speaking assessments are also presented.
Developing Listening
1. The document discusses what makes listening difficult for language learners, including clustering information, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, stress/rhythm/intonation, and interaction.
2. It provides principles for designing listening techniques, such as using intrinsically motivating and authentic materials tailored to students' abilities.
3. Techniques should check comprehension in various ways and encourage the development of listening strategies like predicting meaning from context.
Teaching language-skills
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
teaching-language-skills-tefl-ppt.pptx
The document discusses various methods for teaching language skills by integrating the four skills of speaking, listening, reading and writing. It provides examples of different models for integrated skills approaches, including content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching. It also discusses strategies for teaching specific skills like listening, speaking and reading, highlighting techniques, principles, and types of classroom activities for each.
Teaching speaking in the language classroom
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
More Related Content
Similar to PPT ASSESSING SPEAKING MF.pptx
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.
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.
Topic 6 Assessing Language Skills and Content
The document discusses different types of language skills assessment including listening, speaking, reading, and writing. It describes several categories within each skill:
- Listening is categorized into intensive, responsive, selective, and extensive tests to assess different listening abilities.
- Speaking assessments include imitative, intensive, responsive, interactive (transactional and interpersonal), and extensive tests.
- Reading tests focus on perceptive, selective, interactive, and extensive levels to measure bottom-up and top-down comprehension.
- Writing is initially assessed through imitative and intensive controlled tasks before moving to more open-ended responses.
teaching speaking por Jacqueline Gavilanes
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
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.
Oral language assessment
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
Oral language assessment
it contends the elements of oral evaluation, the ability of oral evaluation can assessment with this process. The different aspects of oral language can improve when the teacher or students notice the errors by oral assessment.
Week 2 Teaching listening comprehension
The document outlines an English teaching course being taught by Stephanie Brooks, including the topics of listening comprehension techniques that will be covered in Week 2 such as the cognitive processes involved in listening, types of oral language, factors that make listening difficult, principles for designing listening techniques, and examples of listening techniques. The course will also cover creating lesson plans and evaluating oral language classes using an observation rubric.
PRONUNCIATION II SYLLABUS
This document provides an overview of the Pronunciation II course at the Universidad Tecnológica de Pereira. The course focuses on suprasegmental features of English pronunciation including rhythm, intonation, stress, and connected speech. Students will learn strategies for teaching pronunciation and analyze the effectiveness of collaborative learning groups. Evaluation includes exams, presentations, and reflections. Technological resources will support pronunciation practice and development of teaching skills.
TESOL 109 - The Skills-based Syllabus Design
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
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.
Speaking
Based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapter 9.
Tkt module 1 units 7,8
The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
Teaching Speaking by Soukaina kouihi
This document outlines a presentation on teaching speaking skills. It discusses current research on speaking pedagogy and highlights challenges students face with speaking. It analyzes different types of spoken language and classroom speaking activities. Principles for teaching speaking are provided, including a focus on fluency and accuracy, motivating students, using authentic contexts, and giving feedback. Methods for teaching conversation and pronunciation are described. Guidelines for error correction and speaking assessments are also presented.
Developing Listening
1. The document discusses what makes listening difficult for language learners, including clustering information, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, stress/rhythm/intonation, and interaction.
2. It provides principles for designing listening techniques, such as using intrinsically motivating and authentic materials tailored to students' abilities.
3. Techniques should check comprehension in various ways and encourage the development of listening strategies like predicting meaning from context.
Teaching language-skills
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
teaching-language-skills-tefl-ppt.pptx
The document discusses various methods for teaching language skills by integrating the four skills of speaking, listening, reading and writing. It provides examples of different models for integrated skills approaches, including content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching. It also discusses strategies for teaching specific skills like listening, speaking and reading, highlighting techniques, principles, and types of classroom activities for each.
Teaching speaking in the language classroom
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
Similar to PPT ASSESSING SPEAKING MF.pptx (20)
Recently uploaded
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
PPT ASSESSING SPEAKING MF.pptx
- 2. Basic Types Of Speaking 1. Imitative. At one end of a continuum of types of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. 2. Intensive. A second type of speaking frequently employed in assessment contexts. 3. Responsive. Responsive assessment tasks include interaction and test com prehension, 4. Interactive. interactive speaking is in the length and complexity of the interaction, 5. Extensive (monologue). Extensive oral production tasks include speeches,
- 3. Micro- And Macroskills of Speaking 1. Microskills Produce differences among English phonemes and allophonic variants. 2. Produce chunks of language of different lengths. Produce English stress patterns, words in stressed and unstressed positions. rhythmic structure, and intonation contours. Produce reduced forms of words and phrases. Use an adequate number of lexical units (words) to accomplish pragmatic purposes. Produce fluent speech at different rates of delivery.
- 4. Micro- And Macroskills of Speaking 1. Macroskills Appropriately accomplish communicative functions according to situations, participants, and goals. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor- keeping and -yielding, interrupting, and other sociolinguistic features in face-to-face conversations. Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification. Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.
- 5. Designing Assessment Task: Imitative Speaking. • Word repetition task • Scoring scale for repetition tasks Designing Assessment Task:Intensive Speaking. Directed Response Tasks, Read-Aloud Tasks, Read-Aloud Tasks, Read-aloud stimulus, paragraph length, Sentence/Dialogue Completion Tasks and Oral Questionnaires, Picture Cued Tasks, Translation (of Limited Stretches of Discourse). DESIGNING ASSESSMENT TASKS: RESPONSIVE SPEAKING Question and Answer, Giving Instructions and Directions, Paraphrasing. DESIGNING ASSESSMENT TASKS: INTERACTIVE SPEAKING Interview, Discussions and Conversations, Games. DESIGNING ASSESSMENTS: EXTENSIVE SPEAKING
- 6. THANK YOU