"Naive" Native Speakers and Judgments of Oral Proficiency in Spanish.

Autor/in	Barnwell, David
Titel	"Naive" Native Speakers and Judgments of Oral Proficiency in Spanish.
Quelle	(1989), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Interrater Reliability; Interviews; Language Proficiency; Language Tests; Native Speakers; Oral Language; Rating Scales; Spanish; Speech Skills; Test Validity; Testing + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Muttersprachler; Oral interpretation; Mündlicher Sprachgebrauch; Rating-Skala; Spanisch; Mündliche Leistung; Sprachfertigkeit; Testvalidität; Testdurchführung; Testen
Abstract	A study addressed issues of concern in the use of the American Council on the Teaching of Foreign Languages (ACTFL)/Educational Testing Service (ETS) Language Proficiency Guidelines commonly used in determination of oral language proficiency. Specifically, potential discrepancies between the judgments of trained raters and "naive" native speakers of the target language were investigated. Four recorded oral interviews by an ACTFL-trained interviewer and corroborated by a second trained rater, were played to 14 "naive" (untrained) raters. The experiment deliberately attempted to avoid the process of socialization that plays an important part in the ACTFL training of interviewer-raters. Raters were given a Spanish translation of the generic ACTFL oral proficiency scales and at least one day to study them. The "naive" raters evaluated the recordings based on their own understanding of the scales, without outside interpretation. The results suggest that current knowledge of native speakers is inadequate for prediction of their assessment of non-native speech, even with the use of the scale, raising questions about the generalization of native-speaker reactions as indices of a candidate's proficiency. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC