Interlocutor support in oral proficiency interviews: the case of CASE

Lazaraton, Anne

doi:10.1177/026553229601300202

Cited by 98 publications

(77 citation statements)

References 36 publications

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“…Shohamy (1994) argues that insights from discourse analysis provide a significant contribution to defining the construct of speaking in oral tests in general. Likewise, van Lier (1989) The bulk of research on test-taker discourse analysis in oral assessment has been conducted in the context of the oral interview and has investigated ways in which features observed in oral proficiency interviews are different or similar to conversation (e.g., Johnson, 2000;Lazaraton, 1996;Young & He, 1998). Research has also examined variational features among interviewers and their potential impact on test-taker performance (e.g., Brown, 2003;Cafarella, 1997;Ross & Berwick, 1992).…”

Section: Discourse Studies In Oral Assessmentmentioning

confidence: 99%

An Examination of Rater Orientations and Test-Taker Performance on English-for-Academic-Purposes Speaking Tasks

Brown

Iwashita

McNamara

2005

ETS Research Report Series

115

162

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)test development efforts. As part of the foundation for the development of the next generation TOEFL test, papers and research reports were commissioned from experts within the fields of measurement, language teaching, and testing through the TOEFL 2000 project. The resulting critical reviews, expert opinions, and research results have helped to inform TOEFL program development efforts with respect to test construct, test user needs, and test delivery. Opinions expressed in these papers are those of the authors and do not necessarily reflect the views or intentions of the TOEFL program.These monographs are also of general scholarly interest, and the TOEFL program is pleased to make them available to colleagues in the fields of language teaching and testing and international student admissions in higher education.The TOEFL 2000 project was a broad effort under which language testing at Educational Testing Service ® (ETS ® ) would evolve into the 21st century. As a first step, the TOEFL program revised the Test of Spoken English™ (TSE ® ) and introduced a computer-based version of the TOEFL test. The revised TSE test, introduced in July 1995, is based on an underlying construct of communicative language ability and represents a process approach to test validation. The computer-based TOEFL test, introduced in 1998, took advantage of new forms of assessment and improved services made possible by computer-based testing, while also moving the program toward its longer-range goals, which included:• the development of a conceptual framework that takes into account models of communicative competence a research program that informs and supports this emerging framework a better understanding of the kinds of information test users need and want from the TOEFL test a better understanding of the technological capabilities for delivery of TOEFL tests into the next century Monographs 16 through 20 were the working papers that laid out the TOEFL 2000 conceptual frameworks with their accompanying research agendas. The initial framework document, Monograph 16, described the process by which the project was to move from identifying the test domain to building an empirically based interpretation of test scores. The subsequent framework documents, Monographs 17-20, extended the conceptual frameworks to the domains of reading, writing, listening, and speaking (both as independent and interdependent domains). These conceptual frameworks guided the research and prototyping studies described in subsequent monographs that resulted in the final test model. The culmination of the TOEFL 2000 project is the next generation TOEFL test that will be released in September 2005.As TOEFL 2000 projects are completed, monographs and research reports will continue to be released and public review of project work invited. TOEFL Program Educational Testing Service iii AbstractThis report documents two coordinated exploratory studies into the nature of oral English-foracademic-purposes (EAP) proficiency. Study I used verbal-report methodology to examine...

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Section: Discourse Studies In Oral Assessmentmentioning

confidence: 99%

An Examination of Rater Orientations and Test-Taker Performance on English-for-Academic-Purposes Speaking Tasks

Brown

Iwashita

McNamara

2005

ETS Research Report Series

115

162

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“…The accommodation options listed were some of the most common accommodation strategies listed in OPI research (cf. Ross, Bervick 1992, Lazarton 1996. The respondents could also add any other techniques if they wished.…”

Section: Methodsmentioning

confidence: 99%

Developing interviewer proficiency: A self-perception survey

Kont-Kontson¹,

Alas

Liiv

2013

Eesti Rakenduslingvistika Ühingu Aastaraamat Estonian Papers in Applied Linguistics

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Abstract. The article reports the findings of a survey among 440 teachers of English in Estonia who participate in the oral proficiency interview of the national examination in the English language as interviewers. Examining the results of the questionnaire statement by statement, the study reveals that interviewer behavioural patterns emerge during the interview, some of them threatening its validity.The understanding of interviewer competence is very diverse among the interviewers and the degree to which they adhere to the standards defined for the interviewers of national examination in the English langage in Estonia is sometimes quite low. The interviewers are often unable to separate their role as an interviewer from being a teacher; they transfer their teaching behaviour to the interviewing situation. The teachers have difficulties with identification of appropriate accommodation strategies as well as controlling the extent of interaction between the interviewer and the assessor. The authors suggest a number of interviewer training strategies to combat the problems.

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“…Performance during a direct test has been considered to be achieved jointly by participants in the interaction (Lazaraton 1996;McNamara 1997). Monologic tasks delivered by an interviewer who give minimal responses (e.g., backchannels) and non-verbal reactions (e.g., nodding and facial expressions) could also be considered co-constructed, however, with a partially responsive interactional partner.…”

Section: The Comparability Of the Constructs Underlying Different Modmentioning

confidence: 99%

Computer-delivered or face-to-face: effects of delivery mode on the testing of second language speaking

Zhou

2015

Language Testing in Asia

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Background: The use of computers has increased in speaking assessments; however, there are concerns about how the absence of an interlocutor affects performance on speaking tests. Method: In the current study, the test scores and the underlying factor structures of monologic tasks were compared between two delivery modes: computer delivery and face-to-face modes. Seventy-nine Japanese students responded to two monologic tasks delivered via both modes in a counterbalanced design.

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Interlocutor support in oral proficiency interviews: the case of CASE

Cited by 98 publications

References 36 publications

An Examination of Rater Orientations and Test-Taker Performance on English-for-Academic-Purposes Speaking Tasks

An Examination of Rater Orientations and Test-Taker Performance on English-for-Academic-Purposes Speaking Tasks

Developing interviewer proficiency: A self-perception survey

Computer-delivered or face-to-face: effects of delivery mode on the testing of second language speaking

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