Turn-taking practices in multi-party EFL oral proficiency tests

2015 ◽  
Vol 5 (3) ◽  
pp. 297-320
Author(s):  
Tim Greer ◽  
Hitomi Potter
Keyword(s):  
Oral Proficiency ◽  
Proficiency Tests ◽  
Turn Taking

scholarly journals Diverging task orientations in L2 oral proficiency tests – a conversation analytic approach to participant understandings of pre-set discussion tasks

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Erica Sandlund ◽  
Pia Sundqvist
Keyword(s):  
Conversation Analysis ◽  
Standardized Tests ◽  
Oral Proficiency ◽  
Analytic Approach ◽  
Proficiency Tests ◽  
9Th Grade ◽  
Valid Assessment ◽  
National Tests ◽  
National Test

Abstract Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers.

Assessor accommodation in the V.C.E. Italian oral test

1997 ◽  
Vol 20 (1) ◽  
pp. 21-41 ◽  
Author(s):  
Caterina Cafarella
Keyword(s):  
Conversation Analysis ◽  
Proficiency Test ◽  
Oral Proficiency ◽  
Student Response ◽  
Proficiency Tests ◽  
Spoken Discourse ◽  
Assessment Task ◽  
Analysis Methodology ◽  
Oral Test ◽  
Interactive Nature

Abstract In oral proficiency tests there are occurrences of trouble in interaction such as misunderstanding, non hearing or lack of understanding which may cause breakdown in communication. Within the context of the question-answer framework of an oral proficiency test this study investigates the interactive nature of spoken discourse between students and assessors when there is trouble in talk as perceived by the assessors, with a focus on how they accommodate to the students. A sample of twenty oral transcripts and tapes of the 1992 Victorian Certificate of Education (V.C.E.) Italian Common Assessment Task (C.A.T. 2) were randomly selected and examined. By using Conversation Analysis methodology the purpose of the study was to investigate in repair sequences types of assessor accommodation – how the assessors modified their utterances – the kinds of trouble perceived by assessors, what triggered assessor accommodation and whether the accommodations facilitated student response and participation. This study has implications for assessor training since it highlights which strategies are most successful for ensuring student understanding, participation and appropriate responses as well as demonstrating why and in which environments assessors accommodate.

Spreektoetsen Moderne Vreemde Talen

1996 ◽  
Vol 54 ◽  
pp. 145-152
Author(s):  
Peter Paffen
Keyword(s):  
Secondary Education ◽  
Reliability And Validity ◽  
Oral Proficiency ◽  
Original Model ◽  
Proficiency Tests ◽  
Grammar School ◽  
Spoken English ◽  
School Based ◽  
Speech Test ◽  
New Research

In 1988 CITO started research into the feasibility of valid and reliable oral proficiency tests based on communicative principles. This was to meet the demand for a communicative speech test to be used in school based examinations in secondary education. Using the Test of Spoken English as a guideline, tests for French, German and English were developed. Simultaneous research into the reliability and validity of the tests led to various adaptations of the original model. From 1992 onwards oral proficiency tests for each of the three languages in question have been published at levels VBO/MAVO, HAVO and VWO (approxi-mately: vocational, secondary modern and grammar school). The results of a user inquiry held in 1994 led to a number of further changes to improve the user-friend-liness of the tests. Early in 1996 a new research project concerning the reliability and validity of the tests was started. The results will be published in the autumn of 1996.

What Counts in Second Language Oral Communication Ability? The Perspective of Linguistic Laypersons

2018 ◽  
Vol 40 (6) ◽  
pp. 894-916 ◽  
Author(s):  
Takanori Sato ◽  
Tim McNamara
Keyword(s):  
Second Language ◽  
Language Testing ◽  
Oral Communication ◽  
Oral Proficiency ◽  
General Purpose ◽  
Proficiency Tests ◽  
Oral Performance ◽  
Lingua Franca ◽  
Communication Ability ◽  
English Speaking

Abstract Applied linguists have developed complex theories of the ability to communicate in a second language (L2). However, the perspectives on L2 communication ability of speakers who are not trained language professionals have been incorporated neither into theories of communication ability nor in the criteria for assessing performance on general-purpose oral proficiency tests. This potentially weakens the validity of such tests because the ultimate arbiters of L2 speakers’ oral performance are not trained language professionals. This study investigates the perspectives of these linguistic laypersons on L2 communication ability. Twenty-three native and non-native English-speaking linguistic laypersons judged L2 speakers’ oral performances and verbalized the reasons for their judgments. The results showed that the participants focus not only on the linguistic aspects of the speaker’s output but also on features that applied linguists have less paid attention to. Even where speaker’s linguistic errors were acknowledged, message conveyance and comprehensibility of the message contributed to their judgment. The study has implications for language testing and the development of tests reflecting the construct of English as a lingua franca.

The Mat-Sea-Cal Oral Proficiency Tests

1977 ◽  
Vol 61 (3) ◽  
pp. 136
Author(s):  
Thomas O. Bell ◽  
Vincent Doyle ◽  
Brian L. Talbott ◽  
Joseph H. Matluck ◽  
Betty J. Mace-Matluck
Keyword(s):  
Oral Proficiency ◽  
Proficiency Tests

scholarly journals Implementation of Flipped Classroom Model and Its Effectiveness on English Speaking Performance

2019 ◽  
Vol 14 (09) ◽  
pp. 130 ◽  
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Kemboja Ismail
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Sampling Technique ◽  
Oral Proficiency ◽  
Proficiency Tests ◽  
Willingness To Participate ◽  
Significant Difference ◽  
Quasi Experimental ◽  
English Speaking ◽  
Speaking Performance

In this study, combined method using pre and post oral proficiency tests, observation, and focus group interviews were used to examine the effectiveness of using flipped classroom model on English speaking performance. The study population consists of 27 undergraduate students who were attending the course of Advanced Communication Skills, in the academic year of 2018. A purposeful sampling technique, specifically quasi-experimental procedure was employed in this study. The analysis of quantitative and qualitative data showed that the application of FCM was an effective approach in the EFL speaking classroom. The results of paired-sample t-test indicated that there was a significant difference between pre and post oral proficiency tests t (26) = -14.83, p<0.001. Moreover, it was found that students’ involvement and willingness to participate in the English conversational tasks and their level of commitment and English speaking performance have increased gradually. In light of the findings, the study recommended encouraging teachers to employ modern technologies in their teaching strategies, particularly FCM.

scholarly journals Peningkatan Kemahiran Berbahasa Indonesia melalui Program Klinik Bahasa UKBI Adaptif

2021 ◽  
Vol 7 (2) ◽  
pp. 160-167
Author(s):  
Pandu Meidian Pratama
Keyword(s):  
Language Proficiency ◽  
Oral Proficiency ◽  
Primary Data ◽  
Proficiency Tests ◽  
Question Difficulty ◽  
Survey Results ◽  
Language Proficiency Test ◽  
Quantitative Descriptive ◽  
Descriptive Method ◽  
Different Levels

The Indonesian Language Proficiency Test (UKBI) is one of the Indonesian language proficiency tests that aims to measure written and oral proficiency, both by spoken and foreign speech. In its development, UKBI developed into an adaptive UKBI which can display different levels of question difficulty for each examiner, so that UKBI has a variety of questions that are not the same between participants and a different number of questions. The method used in this research is a simple qualitative and quantitative descriptive method with primary data obtained through survey results. The results in this study were that of the 51 participants who took part in the activity, 30 of them took part in the UKBI simulation activity with the lowest UKBI simulation score being 60 and the highest being 100. After attending the language clinic, the participants who were very interested in taking the UKBI test visited 15 people, interested in participating in the UKBI test. opened 16 people, and less interested in opening 2 people or 92%.

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