Chapter one
Introduction
Due to the vague nature behind the nature of speaking test, one can term this as a challenging area for experts in this field. It is commonly believed that tests of spoken language ability are the most difficult (O’Sullivan, 2008). When considering some elements that make up oral communication, which includes grammar, vocabulary, pronunciation, listening, comprehension, correct tone, ability to reason oral communication, questioning skill, fluency and appropriateness of expression, one can perceive the challenging fate of speaking test. However, this critique will give a definition of speaking test, the types of speaking tests, its guided techniques and oral interview.
Speaking tests
One of the main problems underlying speaking tests is that "speaking" is a difficult construct to define (Fulcher, 2003). Fulcher continued by stating that speech can be separated into pronunciation and intonation, accuracy and fluency, or it can be categorized in terms of strategies, or it can be regarded as a form of interaction and analyzed using the methods of pragmatics or discourse analysis (Fulcher, 2003). The issue is that throughout an ordinary discussion, these perspectives are critical. In the event that testers attempt to dissociate the strands, they may well find that the core of speaking is diverse in various good speakers. This implies the good speaker may communicate adequately, yet gradually, though the fluent speaker may give up precision for quick communication.
It is common to find speakers who has no ability to communicate ideas properly but can say a number of sounds of a different language properly or vice versa which is one main challenge being faced by tester when assessing for oral communication of speakers The objective or the reason for a speaking test is to gather proof systematically via elicitation methods or undertakings that will sustain an understanding in an idea (Fulcher, 2003). To give an effective speaking test, it is important to catch the significant parts of speaking from one viewpoint, and keep obstruction in the score from unessential elements, from another side.
Chapter 2
Types of speaking tests
1. Limited response
In this type, speakers are evaluated based on their speaking skills which is limited and this evaluation is done via the following below:
a. Direct response: in this response, speakers are made to produce a grammatical form or a transformation of sentence which is mechanical and not communicative with the main purpose to produce output that is grammatically sound, correct close to imitation.
What Test-Takers hear Test-Takers Response
Tell me he went home He went home
Tell me that you speak Spanish I speak Spanish
Tell me you aren’t planning to attend summer school English classes in this city next year I am not planning to attend summer school English classes in this city next year
Remind him what time it is Excuse me, Mr. Evans. It is now a quarter to twelve
Ask her what time it is Pardon me, what time is it?
Your friend here has brought you one of your jackets. But the colour is terrible for what you are wearing. As kindly as possible, get her to bring another jacket instead. Thanks a lot, Kay. But could you please get my tan jacket instead? I’m afraid it will be too cool for this red one.
Source: (Madsen, 1983)
From the table above, the test-takers task are slightly different from the responses which displays the skills of the speaker. Mostly, the speakers have to change subjects and verbs in the sentences and the normal speed, stress and rhythm of the task is maintained. Also, in regards to the ability of the tester, the initiative of the speaker can be triggered by setting a context that formulates direct request which can only be understood and answered on the ground that the speakers had displayed a steady practices that solves communicative problems.
b. Pictures cues: a very common way of stimulating an oral language presentation is a picture cued impetus that needs an explanation from speakers. Picture might be exceptionally basic, intended to inspire a word or an expression and some more intricate or made out of an arrangement that recounts a story or occurrence. Picture-cued tasks take account of basic sequences; and interpretation up to the basic sentence level. The primary point of preference of utilizing this method is as a part of separating the universal reading and writing relationship and proposing rather a nonverbal mediums to trigger written responses (Brown, 2004:226-227).
However, simple line drawings, such as cartoons from newspaper or simple line drawings can be used (Madsen, 1983). The tester’s duty is to point at the picture cued and the speaker mentions the drawing verbally.
For example;
Figure 1 Picture-cued word identification
Source: (Brown & Sahni, 1994:124)
As for the speaker, one-word vocabulary and short form answers can be accepted just as shown in the figure above. Also, picture-cued story-telling is very useful for extensive speaking exercises because, as they say, "a picture is worth a thousand words! Story can be started to help the speaker pick up and express a sequence of picture with respect to the educational existence of the speaker, for example, the picture needs a tester to set a story in progress.
For speaker with little reading ability maps can be used to help them and those who are mature speakers who have demonstrated high level of understanding of second language, charts and graphs can be used for them as cues (Madsen, 1983). Reading aloud: to every positive, there is bound to be a negative. This applies to this approach for it carries with it both advantage and disadvantage. Reading aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level. It is very useful in language development and develops word-sound attentiveness in a speaker. One demerit to this method is that it is very hard for children with little or no understanding of reading skills to blend easily and it seems to be unfit for speaker with no compatible reading and speaking skills. There are sentences that are related and unrelated to one another, the former allows tester to evaluate fairly while the latter is usually challenging but it helps to identify errors of speakers.
2. Guided technique
This is the second part to speaking test, very simple, which makes a tester to become aware of a speaker’s appropriateness of response, fluency or linguistic control (paper). The tester would put up a problem and the speaker responds to it for example,
(Controlled) – “Tell him that it is ten o’clock.” (Its ten o’clock)
(Guided) – “remind him politely of the time.” (Excuse me, Mr. Evans. It’s almost ten o’clock) (Madsen, 1983).
There are some three-guided-response-technique notable for this technique and they are:
a. Paraphrase: in this technique, a speaker is subjected to speaking and listening/reading (Madsen, 1983). Afterwards, the tester requests from the speaker a version of his/her own in his/her words (sometimes, guided with a sketch to boost their remembrance).
b. Explanation: as a technique, a speaker can be shown or explained a situation or an event to or allowed to read about it, and expected to interpret it to a tester orally (Madsen, 1983).
c. Guided Role play: this is like acting a script, that is, a speaker would be given a character with the understanding of the role and responding in a dialogue with a teacher or volunteer who partakes in a situation to be illustrated by both.
2.1. Advantages of Guided Techniques
Response of a speaker is not limited in response when compared to controlled technique and when considering the context cognitive and appropriate expressions and responses respectively, it assists in digging deep into matters of importance (Madsen, 1983).
2.2. Limitation of Guided Techniques
For testers, this method is difficult to use in respect of evaluating speakers and because of interference of memory, reading ability and personality with results, it limits its effectiveness.
Chapter 3
1. Oral interview
According to Brown (2004), oral interview test was described as a procedure of elicitation of particular output and consistence with more express schedules than a typical intelligent communicative discussion. Even more interview tests are being composed as testing activities with the activities being nearly connected with particular circumstances and objective-inclined and including dynamic cooperation of the language user. For a tester, he/she must be familiar with the exercise to be demonstrated and prepared to create a friendly atmosphere for the speaker with a level of flexibility during questioning time (Madsen, 1983). In addition, while interviewing, playing of role or pass on of information can be incorporated within a given time-frame which makes the moment an interesting one for the speakers of concern.
3.1. Scoring procedures:
This is a very difficult task but can be overcome by applying a system of discrete objectified scores for most utterance or response made by the speaker or use of holistic system of grading that evaluates the whole body of the speaker’s speech at the same time (Madsen, 1983). In oral communication, the understanding of how to evaluate and the factor chosen to evaluate are two main factors that cannot be underestimated. Notwithstanding, categories of testers to use holistic scoring system should not be mixed with those that apply objectified scoring system. What separates them is the training and the criteria used in evaluation. While first category are well grounded in linguistics and testing, the second category can be vast and skillful or less vast and skillful in the use consistent and easy evaluation method. In other words, holistic scoring system focuses on communication and it is preferred when tester evaluates a number of criterions at the same time. Objectified scoring is a satisfactory way to evaluate speaking ability, because it can yield more consistent and reliable scores (Amjadian & Ebadi, 2011).
Conclusion
Speaking tests can play a significant role in making better the speaking ability of speakers by attaching importance to the techniques proscribed by this study. It must said that a variety of challenges overcome to put into actions fair and realizable systems of testing.