The contribution of test-takers' speech content to scores on an English oral proficiency test.

Autor/in	Sato, Takanori
Titel	The contribution of test-takers' speech content to scores on an English oral proficiency test.
Quelle	In: Language testing, 29 (2012) 2, S. 223-241Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 1; Tabellen 6
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0265-5322; 1477-0946
DOI	10.1177/0265532211421162
Schlagwörter	Bewertungsskala; Empirische Forschung; Test; Grammatik; Sprachfertigkeit; Wortschatz; Fachsprache
Abstract	The content that test-takers attempt to convey is not always included in the construct definition of general English oral proficiency tests, although some English-for-academic-purposes (EAP) speaking tests and most writing tests tend to place great emphasis on the evaluation of the content or ideas in the performance. This study investigated the relative contribution of linguistic criteria and the elaboration of speech content to scores on a test of speaking proficiency. A speaking test was designed and administered to Japanese undergraduates to determine what criteria English teachers associate with general oral proficiency. Nine raters were recruited to rate 30 students' monologues on three topics, using intuitive judgments of oral proficiency (referred to as Overall communicative effectiveness). Following this, they assigned scores to the monologues using five criteria: Grammatical accuracy, Fluency, Vocabulary range, Pronunciation, and Content elaboration/development. The raters were also asked to provide open-ended written comments on the factors contributing to their intuitive judgments. Statistical analyses of the scores - Rasch measurement, multiple regression, and multivariate generalizability (G) theory analysis - revealed that Content elaboration/development made a substantive contribution to the intuitive judgments and composite score. The present study enriches our understanding of general oral proficiency and the construct definition of proficiency tests. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2012/4