The Discourse of Accommodation in Oral Proficiency Interviews

Ross, Steven J.; Berwick, Richard

doi:10.1017/s0272263100010809

Cited by 120 publications

(71 citation statements)

References 18 publications

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“…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). Other studies have adopted aspects of methodology used in interlanguage analysis in second-language acquisition studies, and have cross-referenced their findings to test scores in order to examine the potential effect of test-performance condition (e.g., Iwashita, McNamara, & Elder, 2001;Wigglesworth, 1997), test methods (e.g., O'Loughlin, 1997), interlocutor effects (e.g., Iwashita, 1996), and test-taker characteristics (e.g., O'Loughlin, 2002) on test performance.…”

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

View full text Add to dashboard Cite

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“…Los trabajos de investigación realizados a fines del siglo pasado (Ross y Berwick, 1992;Young y Milanovic, 1992) ya empezaron a señalar una serie de deficiencias relacionadas con el formato individual de entrevista. Deficiencias que se podían constatar en una evidente asimetría en la cantidad y calidad de la lengua producida.…”

Section: Pruebas Individuales Versus Pruebas En Parejasunclassified

Las tareas de comunicación oral en la evaluación del inglés: el uso de conectores

Cabrera

2015

Rev. lingüíst. leng. apl.

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Resumen: A pesar de que los expertos en evaluación han estado investigando la relación que hay entre los diferentes tipos de tareas y su nivel de dificultad, aún resulta necesario continuar dicho proceso de análisis para poder tener una visión más exacta de las variables que inciden en dicha relación. En este artículo estudiamos los tres tipos de tareas más usadas en los diferentes modelos de pruebas orales (entrevista individual a partir de una foto, entrevista individual a partir de una tira cómica y un diálogo en parejas). Para hacer este estudio evaluamos a 244 alumnos de segundo de bachillerato pertenecientes a nueve centros escolares y con un nivel A2 de inglés. La variable que hemos querido analizar al contrastar los tres tipos de tareas es la de la cantidad y complejidad de la producción oral emitida, que se midió utilizando como referente el uso de conectores y utilizando los test estadísticos de homogeneidad y especificidad.Palabras clave: lenguas extranjeras, evaluación, expresión oral, control de rendimiento. Abstract: Although assessment experts have been researching the relationship between the different types of tasks and their level of difficulty, this process of analysis should be pursued further in order to acquire a more accurate vision of the variables involved. In this article we study the three types of tasks most frequently used in the different models of oral exams (one-to-one interview based on a photo, one-to-one interview based on a comic strip and a dialogue in pairs). In order to carry out this study we assessed 244 pupils from the second year of Bachillerato belonging to nine different schools and having an A2 level of English. When contrasting the 3 types of tasks, our aim was to analyse the amount and complexity of the oral production, namely the use of linkers, by means of statistical tests of homogeneity and specificity.

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“…Research on the one-to-one format (Ross and Berwick, 1992;Young and Milanovic, 1992) has shown that the interaction in this type of speaking test was asymmetrical in terms of contingence and goal-orientation, but above all because of the unequal status of the two participants: interviewer and test taker. Hughes (1989, 104) insists on this important feature and points out at least one potentially serious drawback of the traditional one-to-one interview format: the power Plough and Bogart (2008), test takers found these behaviors to be meaningful in terms of their comfort level during the test.…”

Section: Paired Testing Versus the One-to-one Formatmentioning

confidence: 99%

Selección de un test para la evaluación de la expresión oral en lengua extranjera en la prueba de acceso a la universidad

Cabrera

2014

Didáctica (Madr.)

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Language assessments are valuable tools to provide information such as whether individual students are ready to move on to another unit of instruction, in this case the university. In the research outlined in this article, our main aim was to develop a suitable speaking exam. We began by studying and designing three different types of tests, combining different formats and resources: one-to-one interview based on a photo, one-to-one interview based on a comic strip and a dialogue in pairs. After piloting two examples for each type of test, we chose the most suitable using the level of difficulty and discrimination power of each item. Then we implemented the three types of test to a statistical significant sample (603 subjects) of the population of students in their final year of secondary education in the Canary Islands. Finally we used the Testfact 4.0 program to analyze the reliability and level of difficulty of each test, as well as the level of difficulty and discrimination power of each item. This study allowed us to establish the strengths and weaknesses of the different types of tasks used.

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The Discourse of Accommodation in Oral Proficiency Interviews

Cited by 120 publications

References 18 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

Las tareas de comunicación oral en la evaluación del inglés: el uso de conectores

Selección de un test para la evaluación de la expresión oral en lengua extranjera en la prueba de acceso a la universidad

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