Testing Oral Ability口語(yǔ)能力測(cè)試

1、Made by He YingMade by He YingTesting Oral Ability Basic problemsTo check the ability to interact successfully in English, which involves comprehension and production.Testing Oral English Ability1. We want to set tasks that form a representative sample of the population of oral tasks that we expect

2、candidates to be able to perform. 2. The tasks should elicit behavior which truly represents the candidates ability. 3. It is essential that the samples of behavior can and will scored validly and reliably. Specifications1Contents4AdministrationScorning5Format35Format3Scorning5Format3Format3Format35

3、Format3Scorning5Format3Format3Format35Format3Scorning3Format2Content Text TypeText Type2 AddresseesAddressees3 OperationOperation1 TopicTopic4RSA test specification for oral interaction at intermediate levelOperationsExpressing1Narrating2Eliciting3Directing4Reporting5thanks, requirements, opinions,

4、comment, attitude, confirmation, apology, want / need, information, complaints, reasons / justificationssequence of events information, directions, service, clarification, help, permission, (and all areas above)ordering，instructing（how to）, persuading, advising, warning description, comment, decisio

5、ns Text TypeDialogueMulti-participant interactions(normally of a face-to-face nature but telephone conversations not excluded)Addressees & TopicsDerived from the following general areas of use: Social interaction with native and non-native speakers of English Dealing with official and semi-offic

6、ial bodies Shopping and using services Visiting places of interest and entertainment Traveling and arranging for travel Using media for information and entertainment Medial attention and health Studying for academic/occupational/social purposeFormat123uBetween the tester and the candidateuThe candid

7、ate speaks as to a superior and is unwilling to take the initiative.uOnly one style of speech is elicited, and many functions are not represented in the candidates performanceFormatIntroduce variety of techniques in to the interview situation.uQuestions and requests for information.uPicturesuRole Pl

8、ayuInterpretingInterviewP107-108Yes/No questions should generally be avoided uPrepared monologueIt should only be used where the ability to make prepared presentations is something that the candidates will need. uReading aloudThere are significant differences amongst native speakers in the ability t

9、o read aloud, and that interference between the reading and the speaking skills was inevitable. InterviewP109-110FormatuTwo or more candidatesuThe performance of one candidate is likely to be affected by that of the otherCandidates should be carefully matched whenever possibleuRole PlayBe carried ou

10、t by two candidates with the tester as an observer. For some roles this may be more natural.uDiscussion Set a task which demands discussion between the candidates.uTape-recorded stimuliInteraction with peersP107-108uPresent all the candidates only with the same audio-tape-recorded stimuli.uPromote r

11、eliability; be economy uInflexibility: there is no way of following up candidates responsesFormatP109uTape-recorded stimuli Scorning2 2Describing the Criterial Level & Weighting1 1Criterial levels of performance（RSA/ACTFL)Criterial levels of performance (RSA)1ACCURACY2APPROPRIACY3RANGE4FLEXIBLIB

12、ITY5SIZEThere is no reference to vocabulary or pronunciation. But there are requirements with respect to these elements of oral performance1ACCURACYPronunciation still obviously influenced by L1 though clearly intelligible. Grammatical / Lexical accuracy is generally high, though errors which do not

13、 destroy communication are acceptable.2APPROPRIACYThe use of language generally appropriate to function. The overall intention of the speaker is always clear. 3RANGEA fair range of language is available to the candidate. He is able to express himself without overly having to search for words. 4FLEXI

14、BLIBITYIs able to take the initiative in a conversation and to adapt to new topics or changes of direction though neither of these may be consistently manifested5SIZEMost contributions may be short, but some evidence of ability to produce more complex utterances and to develop these into discourse s

15、hould be manifested.Criterial levels of performance (ACTFL)IntermediateThe Intermediate level is characterized by the speakers ability to:- create with the language by combining and recombining learned elements, through primarily in a reactive mode;- initiate, minimally sustain, and close in a simpl

16、e way basic communicative tasks;- ask and answer questions. Describing the Criterial Level and Weightingholistic ( ACTFL, ILR )analytic ( RSA )DescriptionExample: the American FSI interview procedure.It requires the two testers concerned in each interview both to assign candidates to a level holisti

17、cally and to rate them on a six-point scale for each of the following: accent, grammar, vocabulary, fluency, comprehension. the American FSI interview procedureProficiency Description Accent GrammarVocabularyFluencyComprehensionWeighting TableAccent 1. Pronunciation frequently unintelligible. 2. Fre

18、quent gross errors and a very heavy accent make understanding difficult, require frequent repetition. 3. “Foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. 4. Marked “foreign accent” and occasional

19、 mispronunciations which do not interfere with understanding. 5. No conspicuous mispronunciations, but would not be taken for a native speaker. 6. Native pronunciation, with no trace of “foreign accent.” Grammar1. Grammar almost entirely inaccurate except in stock phrases. 2. Constant errors showing

20、 control of very few major patterns and frequently preventing communication. 3. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. 4. Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstandin

21、g. 5. Few errors, with no patterns of failure. 6. No more than two errors during the interview. Vocabulary1. Vocabulary inadequate for even the simplest conversation. 2. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.). 3. Choice of words sometimes i

22、naccurate, limitations of vocabulary prevent discussion of some common professional and social topics. 4. Professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions. 5. Professional vocabulary broad and

23、precise; general vocabulary adequate to cope with complex practical problems and varied social situations. 6. Vocabulary apparently as accurate and extensive as that of an educated native speaker. Fluency1. Speech is so halting and fragmentary that conversation is virtually impossible. 2. Speech is

24、very slow and uneven except for short or routine sentences. 3. Speech is frequently hesitant and jerky; sentences may be left uncompleted. 4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words. 5. Speech is effortless and smooth, but perceptively non-nat

25、ive in speech and evenness. 6. Speech on all professional and general topics as effortless and smooth as a native speakers. Comprehension1. Understands too little for the simplest type of conversations. 2. Understands only slow, very simple speech on common social and touristic topics; requires cons

26、tant repetition and rephrasing. 3. Understands careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing. 4. Understands quite well normal educated speech when engaged in a dialogue, but requires occasional repletion or rephrasing. 5. Unde

27、rstands everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech. 6. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. Weighting Table 1 2 3 4 5 6 (A) Accent 0 1 2 2

28、3 4 _Grammar 6 12 18 24 30 36 _Vocabulary 4 8 12 16 20 24 _Fluency 2 4 6 8 10 12 _Comprehension 4 8 12 15 19 23 _ Total _Conversion TableScoreRatingScoreRatingScoreRating16-250+43-52273-823+26-32153-622+83-92433-421+63-72393-994+The total of the weighted scores is then looked up in the following tab

29、le, which converts it into a rating on a scale 0-4+. Test Administration1. Advice on Planning and Conducting Oral Test1. Advice on Planning and Conducting Oral Test2. Training of Scorners2. Training of ScornersLess than about 15 minutesobtain reliable information30 minutesprovide all the information

30、 necessary5/10 minutesinterview (prevent gross errors) To elicit the necessary behaviourDemand the use of more than one formatAdvice on Planning and Conducting Oral Test1Make the oral test as long as is feasible2Selected a representative sampleShould have some pattern to followNot to begin an interv

31、iew only with a general idea of the course.More than one format should be usedIt is desirable for candidates to interact with more than one testerWithin a format there should be as many as separate item as possibleAdvice on Planning and Conducting Oral Test4Give as many fresh starts as possible.3Pla

32、n the test carefullyNeed to be sympathetic and flexible characters.With good command of the language themselves-to be given advice; -to be shown video recording of successful interviewers; -to carry out interview themselves which can be recorded to form the basis for ciricalAdvice on Planning and Co

33、nducting Oral Test5Select interviewers carefully and train them.Give more attention to how the candidates is performingElicit performance which is necessary to come to a reliable judgmentAdvice on Planning and Conducting Oral Test6Use a second tester for interviews. 7Set only tasks and topics that w

34、ould be expected to cause candidates no difficulty in their own language.Be pleasant and reassuring throughoutMake the initial stage of the test well within capacities of all reasonable candidates. Advice on Planning and Conducting Oral Test9Put candidates at their ease8Carry out the interview in a

35、quiet room with good acoustics.Proficiency testWhether a candidate can perform at a certain predetermined levele.g. Find the candidate is clearly weak the interview should be bought gently to a closePlacement testWhat level the candidate is ate.g. Begin by guessing what this level is on the basis of

36、 early responses the interview is then conducted at that levelAdvice on Planning and Conducting Oral Test10Collect enough relevant information. To give enough talking time to candidatesTo avoid making lengthy or repeated explanationAdvice on Planning and Conducting Oral Test11Do not talk too much.Tr

37、aining of ScorersTrain scorersto recognize what is intendedto be able score with consistent accuracyto judge candidates purely on their linguistic ability not to be influenced by other features of candidatesUse of more than one scorner- independently assess each candidate.If they agree, there is no

38、problem.If they disagree, even after discussion, then a third assessor may be referred to.RSA ACTFLILRFSIRoyal Society of Arts （英國(guó)）皇家藝術(shù)協(xié)會(huì) American Council for the Teaching of Foreign Language 美國(guó)外語(yǔ)教學(xué)理事會(huì) Interagency Language Roundtable （聯(lián)邦國(guó)際機(jī)構(gòu)）語(yǔ)言圓桌會(huì)議 Foreign Service Institute （美國(guó)）外事學(xué)院Testing Oral Engl

39、ish AbilityPerformance of various operations can be elicited through requests of the kind: Can you explain to me how/why? and Can you tell me what you think of? Requests for elaboration: such as What exactly do you mean?, Can you explain that in a little more detail?, What would be a good example of

40、 that? Tell me more. Appearing not to understand: example, Im sorry, but I dont quite follow you. Invitation to ask questions: Is there anything youd like to ask me?Interruption: To see how the candidate deals with this.Abrupt change of topic: To see how the candidate deals with this.Example:2-1Exam

41、ple2-2Single pictures are particularly useful for eliciting descriptions. Series of pictures (or video sequences) form a natural basis for narration (the series of pictures on page 84 for example） Candidates can be asked to assume a role in particular situation. This allows the ready elicitation of

42、other language functions. There can be a series of brief items, such as: A friend invites you to a party on an evening when you want to stay at home and watch the last episode of a television serial. Thank the friend (played by the tester) and refuse politely. You want your mother (played by the tes

43、ter) to increase your pocket money. She is resistant to the idea. Try to make her change her mind. Example2-3Simple interpreting tasks can test both production and comprehension in a controlled way. two testers: one is as a monolingual speaker of the candidates native language the other is as a monolingual speaker of t