Basic Types Of Speaking 2w3o6d

PAPER OF LANGUAGE TESTING II To fullfill group assignment The Lecturer : Miss Diah

TESTING SPEAKING SKILLS

Class : F The of group • Hasan Mu’arif

2008-32-085

• Hananto Wibowo 2008-32-087 • Enda Mutiawati 2008-32-096

TEACHER TRAINING AND EDUCATION FACULTY ENGLISH EDUCATION DEPARTEMENT MURIA KUDUS UNIVERSITY 2011

A. SPEAKING A FOREIGN LANGUAGE

• Speaking is a complex skill • Speaking is the most difficult language skill to assess with precision • The problems involved in speaking test also occur in other forms of language testing • Five components usually tested in speaking: 1. Pronunciation 2. Grammar 3. Vocabulary 4. Fluency 5. Comprehension • If we can compare between the Writing Testing and Speaking Testing B. BASIC TYPES OF SPEAKING 1. Imitative 2. Intensive 3. Interactive 4. Responsive 5. extensive The General definition • Imitative (word by word/phrase by phrase) • Intensive (employed in assessment context) • Responsive (assessment task include interaction and test comprehension  Short conversation  Standard greeting

 Small talk • Interactive (speaking in the length and complexity of the interaction  Transactional : exchanging specific information (formally)  Interpersonal: maintaining social relationship (informally) • Extensive (monolog) Assessment task to produce oral production, e.g. speech, oral presentation, story-telling, etc. Micro and macro skills of speaking The micro skills refer to producing the smaller chunks of language, e.g. phonemes, morphemes, words, collocations, phrasal units. The macro skills imply the speaker’s focus on the larger elements, e.g. fluently, discourse, function, style, cohesion, non-verbal communication in strategic options. Three important issues to design tasks 1. No speaking task is capable of isolating the single skills of oral production. 2. Eliciting the specific criterion. 3. Carefully specify scoring procedures a response 1. Imitative Speaking • Word repetition task a. Test takers hear - Beat (pause) bit (pause) - I bought a boat yesterday - The glow of the candle is growing

Scores for the phone- test are calculated by a computerized scoring template and reported back to the test-taker within minutes. Consideration of giving the scores:

1. Pronunciation 2. Reading fluency 3. Repeat accuracy 4. Repeat fluency 5. Listening vocabulary 2. Intensive speaking • Directed response tasks Elicits a particular grammatical transformation of sentence. Examples: 1. Tell me he went home 2. Tell me that you like rock music 3. Tell him to come to my office at noon • Read aloud tasks o reading aloud can over useful way for testing pronunciation o a few minutes are allocated for the students to look at the reading text o teacher provide suitable text than choose one of them o it can be useful to imagine actual situation when someone read something aloud. (e.g.steps to make something, etc) o It include reading beyond the sentence level up to a paragraph Example on page 148. Read aloud stimulus, paragraph length despite the decrease in size-and, some would say, quality of our cultural word, there still remain strong differences berween the usual british and american writing styles. The question is, how do you get your message across? English prose conveys its most novel ideas as if they were timesless truths, while american writing exaggerates: if you believe half of what is said, that's enough. The former uses understatement; the latter, who are used to being sceamed at may not listen when someone

chooses to whisper politely. At the same time , the individual who used to a quite manner may reject a series of loud imperatives.

• Sentence/dialogue completion task an oral questionnaires test-takers read dialogue to get its gist and think about appropriate lines to fill in. Example on page 150 Advantage : - its moderate control of the output of the test taker - To produce sociolinguistically correct language Disadvantage : -Reliance on literacy and an ability to transfer easily from written to spoken - Contrived, inauthentic nature of this task Test taker read and than hear in a departement store salesperson : May I help you? Customer

: ............................

salesperson : Okey, what size do you wear? Customer

: .............................

salesperson : hmmm...how about this green sweater here? Customer

: ..............................

salesperson : Oh, well, if you do not like green, what color would you like? Customer

: ..............................

salesperson : How about this one? Customer

: ..............................

salesperson : Great! Customer

: ..............................

salesperson : It's on sale today for $39.95 Customer

: ..............................

salesperson : Sure, we take visa, mastercard, american express. Customer

: ...............................

test takers respond with appropiate lines.

• Picture-cued task It can requires a description from the test taker

Ship

Sheep

Ball

Bowl

picture-cued elicitation of minimal pairs

( look at the paper page 152)

picture-cued elicitation of comparatives

( look at the paper page 152)

picture-cued elicitation of future tense ( look at the paper page 153) picture-cued elicitation of noun, negative response, numbers, location ( look at the paper page 154) picture-cued elicitation of response and description ( look at the paper page155) picture-cued elicitation of giving directions ( look at the paper page156)

3. Responsive speaking • Question and answer Question at the responsive level tend to be genuine referential question in which the test taker is given more opportunity to produce meaningful language in response Example on page 160 • What dou you think about the weather today? • What do you like about the english language? • Have you ever been to the united states before?  What other countries have you visited?  Why did you go there? What did you like best about it?  If you could go back , what would you like to do oe see?  • Giving instruction and direction Assessment context produce opportunity to engage in relatively extended stretch of discourse. Example on page 161 test taker hear:  Describe how to make a typical dish from your country.  What is good recipe for making ................?  How do you access email on a PC computer? etc.

• Paraphrasing The test taken to read or hear a limited number of sentences and produce paraphrase of the sentence. Example on page 162

test taker hear: Paraphrasing the following little story in your own words

My weekend in the mountains was fabulous. The first day we backpacked into the mountains and claimed about 2.000feet. the hike was steneuous but exhilarating . by sunset we found these beautiful alpine lakes made camp there. The sunset was amazingly beautiful. The next two days we just kicked back and did little day hikes, some rock climbing, bird watching, swimming and fishing. The hike out on the next day was really easy all downhill and the scenery was incridible.

4.

Interactive speaking

Include task that involved relatively long stretches of interactive discourse • Interview Is the excellent way of testing speaking ability is the oral interview, in which listening and speaking are involved in Is the first thing that comes to mind 1. Example of interview ( warm_up - level check – probe – wind_down)  warm-up ( preliminary small talk) how are you?  level check (preplanneed questions) how long have you been in this country (Indonesia country, jakarta)?  Probe (prompts challenge to go to heights ability) if you were a president of your country, what would you like to change about your country?  wind-down (simple short to relax test-taker) it was intersting to talk with you. Best wishes

• Role plays

Is popular pedagogical activity in communicative language teaching clauses. Role play allows some rehearsal time, so the student can map out what they are going to say. 2. Example of roleplay Test taker pretend that they are a tourist and some students are a guided and other are salesperson in necklace. While roleplay can be controlled between guided and salesperson by interview to get a the necklace which lower price, certain personal .

• Discussion and conversation Is an integrative task, also advisable to give some cognizance and to comprehend performance in evaluating learners? 3. Example of discussion and conversations Test takers are given a topic to discuss with their friend. In discussion and conversation all of the student tobe active to give the oppinion about the topic and obey with the rules discussion and conversations before it. • Games Among in formal assessment device are varieties of games that directly involve language production. Example: crossword puzzle, matching games, etc. 4. Example of games Cross word puzzles are created in which the names of all of a class are clued by obscure information about them. Each class member must ask questions of others to deetrmine who matches the clues in the puzzle. 5. Extensive speaking Involved complex, relatively length Y stretches of discourse includes more transactional speech events. • Oral presentation Present a report orally in front of the teacher. In oral presentation needed a checklist or grid to evaluate the test taker’s performance.

1) Example of oral presentation Test taker present a report orally in front of the teacher about a topic. In oral presentation needed a checklist or grid to evaluate the test taker’s performance.

The important thing to be consideration in oral presentation 1. Specify criteria 2. Set appropriate task 3. Elicit optimal output 4. Establish practical • Picture-cued story-telling A picture or a series of pictures as stimulus for longer story / description

The test taker read than tell the story that these the picture describe.

• Retelling a story, news event Test taker hears/ read a story / news event that they are asked to retell. this longer stretch of discourse and different genre.

Tsunami in japan 2011.

The test taker read than tell the news event(up-date news) that these the picture describe.

• Translations Longer text is presented for the test-taker to read in the native language and then translate into English form texts: dialogue, directions, a synopsis movie, other genre.