Chapter8TestingSpeaking文档格式.docx
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Chapter8TestingSpeaking文档格式.docx
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2.Stillotherfactorstobeidentifiedinoralcommunicationincludelisteningcomprehension,correcttone(sadnessorfear,forinstance),reasoningabilityandsuchthingsasinitiativeinaskingforclassification.
3.Evenwhenaspeakingcriterionlikefluencyiswidelyagreedupon,thereissomequestionabouthoetotestit,e.g.quicknessofresponse,amountofinformationconveyedperminute,orsimplyageneralimpressionoffluency.Inbrief,theelementsofspeakingarenumerousandnotalwayseasytoidentify.
B.Howtogetstudentstospeak?
C.Howtoevaluatesomanythingsatonce?
D.Howtoteststudentsindividually?
II.Typesofspeakingtests
A.Limitedresponse
1.Directresponse
a.Thisisusedattheverybeginninglevel.Someformsofdirectresponsecuesarequiteartificial–veryclosetoimitation,e.g.
(Cue)“Tellmehewenthome.”
(Student)“Hewenthome.”
“TellmethatyouspeakEnglish.”
“IspeakEnglish.”
“Tellmethatyouaren’tplanningtoattendsummerschoolEnglishclassesinthiscitynextyear.”
“Iamnotplanningto...
“TellherIcanseeheratnoon.”
“Pardonme,MsXX,Mr.Xsaysthathecanseeyouatnoontoday.”
“Remindhimwhattimeitis.”
“Excuseme,Mr.XX.Itisnowaquarterto12.”
“Letherknowwheretheprincipal’sofficeis.”
“Ma’am,theprincipal’sofficeisontherightattheendofthehall.”
“Askherwhattimeitis.”
“Pardonme,whattimeisit?
Orcouldyoutellmethetime,please.”
“Seeifhecancomebacklater.
“Couldyoucomebacklater,please?
Orwoulditbepossibleforyoutocomebacklater?
’
b.Anotherformofdirectresponseprovidesmorecontextsanddemandsmoreinitiativeinanswering.Toanswerproperly,studentswouldprobablyneedpracticewithcommunicativeactivitiessuchasproblemsolving.Inthefollowingitem,theproblemthatstudentshavetosolveishowtomakeanappropriateexcuse.
(Teacher)“Yourfriendherehasjustbroughtyouoneofyourjackets.Butthecoloristerribleforwhatyouarewearing.Askindlyaspossible,gethertobringanotherjacketinstead.”
(Student)“Thanksalot,Kay.Butcouldyoupleasegetmytanjacket?
I’mafraidit’llbetoocoolforthisredone.”
2.Picturecues
Picturesandobjectscanbeusedwithyoungchildren,andwithyoungpeopleoradults,whohavelimitedskillinEnglish.Wecanusesimplelinedrawingsorsketches.Thenweasksomequestionsaboutthepicture,e.g.
“Tellmeaboutthesepictures.What’shappeninghere?
”
“Wherearethey?
”“Atabarbershop.”
“Whatdidtheydo?
”“Theythrewtheball.”
“Whatdoyouthinkisgoingtohappennow?
“Let’slookatthispicturemapofacity.ThesedottedlinesshowuswhereagirlnamedAnnawent.I’lltellwhatshedidfirst.Annawentoutofthemarketandwalkedacrossthestreettothechurch.Thensheturnedleftandwalkedtothecorneroppositethepark.Nowyoutellwhereshewent.”
3.Guidedtechniques
Lesscontrolofspokenutterancesisnecessaryforintermediatetoadvancedstudents,butsomeguidanceisneededsothatstudentsperformthesamekindsoftasks.
(controlled)“Tellhimthatit‘steno’clock.”
“Itisteno’clock.”
(guided)“Remindhimpolitelyofthetime.”
“Excuseme,Mr.Evens.Itisalmostteno’clock.”
Besidesmodifyingcontrolledquestions,wecanuseanyofthefollowingthreeguided-responsetechniques:
a.Paraphrase
Paraphrasecombinesspeakingwitheitherlisteningorreading.Listeningplusspeakingcanbeusedatalmostanylevel,sincestudentsdonotneedtobeliterateinEnglish.Forexample,ateacherofintermediatestudentsmightsay,
“ListenasIreadalittlestorytoyouaboutamanandhiswifewhodreamedofadventure.WhenIfinish,I’dlikeyoutotellmethestoryinyourownwords.”
Theteacherwouldthenreadaloudthepassageaboutthecouplethatsoldeverythingandwentsailing.
b.Explanation
Explanationanddescriptioncanbeusedwithstudentsbeyondthebeginninglevel.Oneratheradvancedtechniqueistohavestudentsreadsomethingsilentlyandtheninterpretorexplainthefactstotheteacherorally.Thiscanalsoapplytoatechnicalgraph,recipe,ormathproblemthatisclearlyunderstoodbyexaminees.
Butusuallywehavestudentsexplainsomethinglesstechnical.Forexample,theycanbegiventwotothreeminutestoexplainhowAmericanscelebrateThanksgiving,howtheBritishcelebrateBoxingDay,orhowMoslemsobserveRamadan.Obviously,thestudentsmustbequitefamiliarwithwhatheisexplaining.Thisisnotaculturaltest.ExplanationscanalsobegivenofaparticularsportsuchasAmericanbaseballorEuropeanfootball,ofhoetogetfromonelocationtoanother,orofhowtodosomethingsuchasapaytelephoneoravendingmachine.
c.Guidedroleplay
Open–endedrole-playcanresultinlotsoftalkfromhighlyimaginativestudentswithoutgoingpersonalities,oritcanbeunproductivewithshyorunimaginativepersons.Therefore,guidedrole-playisrecommend.Theteacherorvolunteerhelpertakesafixedrole,andthestudentrespondsaspromoted.Usuallythesituationisbrieflyexplainedbeforetherole-playbegins.Itisbesttohaveseveralroleplayspreparedsothattherecanbesomeelementforsurpriseduringthediscussion.Hereisasample:
Situation:
Thereisa“HelpWanted”signinasupermarket.Youareapplyingforthejob.Youhaven’thadajobbefore.Youmusttalkwiththemanager.Iwillbethemanager.
T:
CanIhelpyou?
S:
Yes,Iwanttoapplyforthejob.
Isee.Wehavetwojobs.Oneisstackingcans.Theotheriscleaning.
Iwanttostackcans.
Andwhydoyoupreferthatjob?
Ithinkitismoreinteresting.
Haveyouhadanyexperience?
No,Ihaven’t.
Y:
I’llneedyournameandaddress.
(respondwithnameandaddress)
I’mnotsurejustwherethatis.Canyoutellmehowtogettherefromhere?
(givesdirectionstohisorherhome)
Well,that’sall.CalltomorrowafternoonandI’lltellyouifyoucanhavethejob.
(thanksthe“manager”andturnstoleave.
Theteacherorthepersontakingthefixedroleshouldbeveryfamiliarwithwhatheistosay.Hislinesshouldbespokenatnormalspeed,andifpossiblewithonlyanoccasionalglanceatthenotes.Also,thepersontakingthefixedroleneedstoadapttowhatthestudentsays.Forexample,onestudentmightbeginbysayingsimply:
“MynameisLin.”Thenthemanagerwouldhavetogetthepersonbackonthetrack:
“Isee.AndwhatcanIdoforyou?
4.Oralinterview
Manyteachersthinkoftheinterviewassimplyaseriesofquestionsandanswers.Andsomeamounttonomorethanthat:
“Whatisyourname?
”“MynameisLinTan.”“Howoldareyou?
”“I’mfifteen.”etc.Buttheinterviewcanuseeveryelicitationdeviceintroducedabove.Thewholethingisheldtogetherbytheconstantinteractionoftheinterviewerandthestudent.Thisprovidesanimportantcontrastwithothertestformats:
insteadofsimplyrecitinginformation,thestudentisactuallytalkingwithsomeone!
Theoralinterviewcanprovideagenuinesenseofcommunication.
Forthisreason,rapportisimportant.Mostofusrememberbeingineffectualonoccasionwhenfeelingthreatenedortalkeddownto.Thegoodinterviewerisneitherharshnorfamiliar,condescendingnorintimidating.Asincere,open,supportivemannerismosteffective.
Likerole-play,somedirectionisneededinordertostandardizethetestforourstudents.Forthisreasonaguidedoralinterviewisrecommended.Yourcuesfortheinterviewneedtobepreparedinadvance.Theseyoushouldvirtuallymemorize.Alternateitemsneedtobeincludedsothatwhenstudents“comparenotes”afterwards,thewholeproceduredoesnotseemrehearsed.Partsoftheinterview--especiallytheinitialwarm-up–canappearsorelaxedthatthestudentmaynotevenbeawarethatheisbeingevaluatedatthatmoment.Ifyouknowsomethingaboutthestudent,youcantailorandpersonalizethequestions.Youmightbeginlikethis:
“Comein,Tina.Whydon’tyousithere?
Let’ssee,asIrecallyoucomefromNanjing?
”(Youknowinglygivethewrongcity,andsoshehastocorrectyou;
shecomesfromShanghai)(response)“Isthatabigplaceorasmallone?
”(response)Doyourparentsstilllivethere?
”(response)“Andyou’retheonlymemberofyourfamilyinHuaiyinrightnow?
”(response)“TellmealittleaboutShanghai,wouldyou?
Noticethattheinitialquestionsarequitesimple.Inaddition,theycoverinformationthatthestudentisthoroughlyfamiliarwith.However,theyavoidhighlypersonalitems:
maritalstatusofparents,religion,economiclevel,weight,age,and“What-did-you-have-for-breakfast”questions.Inaddition,theyincludethe“truefactor”;
thatis,theydon’taskformanufacturedanswers(“WhattimedoesMr.Smithwakeupinthemorning?
”/“At7:
00o’clock”).Theyarenotlanguagefocused(“Changethissentencetothepasttense).Andtheyarealmostexclusivelyquestionsthattheexaminer
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