Microskills of Speaking
Micro skills refer to producing
smaller chunks of language such as
phonemes, morphemes, words,
collocations, and phrasal units
Microskills of Speaking
1
Produce differences among
English phonemes and
allophonic variants.
2
Produce chunks of the
language of different lengths.
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5
Use an adequate number
of lexicalunits to accomplish
pragmatic purposes.
6
Produce fluent speech at
different rates of delivery.
3
Produce English stress patterns,
7
words in stressed and unstressed
positions, rhythmic structure,
Strategic devices: pauses, fillers,
and intonational contours.
self-corrections, and
backtracking to enhance the
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clarity of the message.
Produce reduced forms of
words and phrases.
Use grammatical word classes
(nouns, verbs, etc.), systems (tense,
agreement, pluralization), word
order, patterns, rules, and forms.
9
Produce speech in natural
constituents in appropriate phrases,
pause groups, breath groups, and
sentences.
10
Express a particular meaning
in different grammatical forms.
11
Use cohesive devices in
spoken discourse.
Macroskills of
speaking
Focus on the larger elements:
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Fluency
Discourse
Function
Style
Cohesion
Nonverbal communication: body language…
Strategic options: Key words emphasis…
DESIGNING ASSESSMENT TASK:
RESPONSIVE SPEAKING
Question and
answer
Giving instruction
and direction
Paraphrasing
Question and
answer
It refers to short interview
This form of assessment requires one
person, an interlocutor, to ask the student
questions. Students' answers can be 1
sentence responses, or, can entail a more
detailed answer depending upon the
question asked.
Example
•
How are you doing? (Response: I'm fine is not
acceptable. Something with more substance is
needed).
•
What is your favorite day of the week and why?
(Response: My favorite...Friday because it is the
start of the weekend).
•
What are the steps kids take in playing soccer?
(Response: First....Second....Finally...)
Giving instruction
and direction
The administrator poses the problem
and then the test takers respond it.
The scoring is primarily based on the
comprehensibility, and secondarily on
another
Test Takers hear:
•
Describe how to make a typical dish from your
country.
•
What's a good recipe for making
•
How do you access email on a PC?
•
How would I make a typical costume for a
celebration in your country?
•
How do you program telephone numbers into a
cell phone?
•
How do I get from to in your city?
Test-takers respond with appropriate
instructions/directions.
Paraphrasing a story
Test-takers hear: Paraphrase the following little
story in your own words.
Paraphrasing
Test takers read or hear the text or
story and the paraphrase it by using
their own words
My weekend in the mountains was fabulous. The
first day we backpacked into the mountains and
climbed about 2.000 feet. The hike was
strenuous but exhilarating. By sunset we found
these beautiful alpine lakes and made camp
there. The sunset was amazingly beautiful. The
next two days we just kicked back and did little
day hikes, some rock climbing, bird watching,
swimming, and fishing. The hike out on the next
day was really easy - all downhill - and the
scenery was incredible.
Test-takers respond with two or three sentences.
Designing Assessment tasks:
Interactive Speaking
Interview
A test administrator
and a test-taker sit
down in a direct
face-to-face through
questions and
directives
Four level stages of Interview
1. Warm-up
2.Level check
Small talk to make testtaker become
comfortable with the
situtation
A series of preplan
questions
3. Probe
4. Wind -down
To the heights of their
ability, to extend beyond
the limits of the
interviewer’s expection
through difficult
A final phrase of
interview
Role play
- It frees studnets to be somewhat creative in their
linguistic output.
- Role play allows some rehearsal time so that
students.
- The test administrator must determine the
assessment objectives of the role play then devise a
scoring technique.
Games
► Assessment
games
► Tinkertoy game
► Crossword puzzles
► Information gap
► City maps
Discussion &
Conversation
Especially tasks through which elicit
and observe such abilities:
∆ Topic nomination and
termination
∆ Comprehension signals
∆ Negotiating meaning
∆ Attention getting, control
∆ Eye contact, body language
∆ Clarifying, questioning,
paraphrasing