A Needs-Based Approach to the Development of a Diagnostic College English Speaking Test

Autor/in	Zhao, Zhongbao
Titel	A Needs-Based Approach to the Development of a Diagnostic College English Speaking Test
Quelle	In: International Education Studies, 7 (2014) 6, S.145-153 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Diagnostic Tests; English (Second Language); Second Language Learning; Language Tests; Foreign Countries; Second Language Instruction; Oral Language; Language Teachers; Educational Practices; Vocabulary Development; Language Fluency; Needs Assessment; Sampling; Test Construction; Questionnaires; Student Attitudes; Teacher Attitudes; Communication Strategies; College Students; College Faculty; Teaching Methods; Student Evaluation; China + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Ausland; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language teacher; Sprachunterricht; Bildungspraxis; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Bedarfsermittlung; Testaufbau; Fragebogen; Schülerverhalten; Lehrerverhalten; Kommunikationsstrategie; Collegestudent; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung
Abstract	This paper investigated the current situation of oral English teaching, learning, and assessment at the tertiary level in China through needs analysis and explored the implications for the development of a diagnostic speaking test. Through random sampling, the researcher administered both a student questionnaire and a teacher questionnaire to over 200 students and 30 teachers respectively. Results revealed that students regarded the use of communicative strategies, range of vocabulary and fluency as the most difficult things in their oral English learning. Results also demonstrated that the majority of college English teachers paid much attention to oral English teaching. However, most college English teachers seldom administered classroom oral assessment, and their practices of classroom oral assessment were considered as lack of systematic and standardized procedures. Implications for further improvement in oral English teaching and assessment were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01