Assessing Student Public Speaking Competence in the Hybrid ...
Lecture 8 Assessing Speaking Chapter 7 Brown, 2004.
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Transcript of Lecture 8 Assessing Speaking Chapter 7 Brown, 2004.
![Page 1: Lecture 8 Assessing Speaking Chapter 7 Brown, 2004.](https://reader036.fdocuments.in/reader036/viewer/2022082505/56649eb45503460f94bbce76/html5/thumbnails/1.jpg)
Lecture 8
Assessing Speaking
Chapter 7Brown, 2004
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Lecture’s Objectives:
By the end of this chapter students will be able to:
- Review types of speaking- Discuss micro and macro skills of speaking- Outline numerous tasks for assessing speaking
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***Listening and speaking are almost always closely interrelated. While speaking is a productive skill that can be directly and empirically observed,
those observations are invariably colored by the accuracy and effectiveness of a test-taker’s
listening skill.
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Basic types of speaking (p, 141-142)
1. Imitative2. Intensive3. Responsive 4. Interactive5. Extensive
*Define and provide one example on each one of the above mentioned types.
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Micro and Macro skills of speaking
** What is the purpose of determining the macro and micro skills of speaking? (p, 142)
Micro skills: refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units.
Macro skills: imply the speakers focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options.
**Read the 16 different objectives to assess in speaking pages:142-143
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Three important issues to consider as you set out to design speaking tasks: (p, 143-144)
1. No speaking task s capable of isolating the single skill of oral production.
2. Eliciting the specific criterion you have designated for a task can be tricky because the beyond the word level , spoken language offers a number of productive potions to test-takers.
3. Because of the above two characteristics of oral production assessment, it is important to carefully specify scoring procedures for a response so that you achieve as high reliability as possible.
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Designing assessment tasks:
**Imitative Speaking: (p,144-146)- Word repetition tasks- Phone pass tests
**Intensive speaking: (p, 147-159)- Direct response tasks- Read aloud tasks- Sentence/dialogue completion tasks and oral questionnaires- Picture-cued tasks- Translation(of limited stretches of discourse)
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***Responsive speaking:(p, 159-166)- Question and answer- Giving instruction and directions- Paraphrasing- Test of spoken English
***Interactive speaking: (p, 167-178)- Interview- Role play- Discussion and conversation- Games- Oral proficiency interview
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***Extensive speaking: (p, 179-182)- Oral presentation- Picture-cued story-telling- Retelling a story, news event- Translation( of extended prose)