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E-raamat: Measuring Oral Proficiency through Paired-Task Performance

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This book intends to provide a theoretical overview of examining candidates oral abilities in different examination formats. In particular, it explores specific partner effects on discourse outcomes and proficiency ratings in the framework of paired-task performance. Two investigations, both set in the context of a proposed Hungarian school leaving examination in English, were carried out in order to contribute to a better understanding of the assumed impact of the chosen variables. Study One investigates discourse differences between examiner-to-examinee interaction and peer-to-peer interaction. Study Two explores the impact of the peer partners proficiency. The results show that partner effects related to this variable cannot be predicted as either harmful or beneficial since no statistically significant difference was found between 30 candidates scores in different examination conditions.
Acknowledgements 11(2)
1 Introduction
13(6)
1.1 The aim of the study
13(1)
1.2 The Hungarian context
13(3)
1.3 The structure of the book
16(3)
2 From Competence to Performance
19(46)
2.1 Introduction
19(1)
2.2 Modelling language knowledge and performance
20(6)
2.2.1 The 1960s and 1970s
20(1)
2.2.2 The 1980s
21(2)
2.2.3 The 1990s
23(3)
2.3 Towards a framework for oral language proficiency
26(6)
2.4 Investigating variability in oral proficiency testing
32(33)
2.4.1 The oral interview
32(1)
2.4.1.1 The face-to-face oral proficiency interview
33(3)
2.4.1.2 The semi-direct oral proficiency interview
36(4)
2.4.1.3 Examiner-interlocutor variability
40(1)
2.4.1.3.1 Examiner-interlocutor's behaviour
41(2)
2.4.1.3.2 Examiner-interlocutor's individual characteristics
43(2)
2.4.1.4 Variability related to test taker characteristics
45(2)
2.4.1.5 Rater variability in the OPI
47(2)
2.4.2 The paired and group oral
49(1)
2.4.2.1 General issues in group testing
49(3)
2.4.2.2 Empirical research into paired and group orals
52(7)
2.4.3 Test tasks
59(1)
2.4.3.1 Inter-task variability
60(1)
2.4.3.2 Intra-task variability
60(2)
2.4.3.3 Task difficulty
62(3)
3 Study One
65(14)
3.1 Introduction
65(1)
3.2 Styles of dyadic interaction
65(1)
3.3 Research questions
66(1)
3.4 Method
67(4)
3.4.1 The data
67(1)
3.4.2 Analysis
67(2)
3.4.2.1 Interactional contingency
69(1)
3.4.2.2 Rights and duties of the speakers
70(1)
3.4.2.3 Dominance
70(1)
3.5 Results and discussion
71(5)
3.6 Discussion and conclusion
76(3)
4 The Design of Study Two
79(16)
4.1 Introduction
79(1)
4.2 Main research question
79(1)
4.3 Research design
80(4)
4.3.1 The subjects
80(3)
4.3.2 The tasks
83(1)
4.4 Data collection
84(11)
4.4.1 Subject selection
84(3)
4.4.2 Schedule for data collection
87(1)
4.4.3 Procedure for data collection
87(3)
4.4.4 Assessors of the paired-task performances
90(1)
4.4.5 The assessment scale
90(1)
4.4.6 Assessing the audio-taped performances
90(1)
4.4.7 Enhancing the reliability of data collection
91(1)
4.4.8 Follow-up questionnaires
91(4)
5 The Validity and Reliability of Study Two
95(24)
5.1 Validating the subject selection measures
95(4)
5.1.1 Validating the Hungarian translation of the speaking scales
96(1)
5.1.2 Descriptive statistics of the composite measure
97(2)
5.2 Validating candidates' proficiency rank allocation
99(11)
5.2.1 Proficiency ranks based on the composite measure
99(3)
5.2.2 Candidates' perceptions of their partner's proficiency level
102(4)
5.2.3 Candidate groupings based on measured performance
106(4)
5.3 The reliability of the ratings
110(4)
5.4 Task difficulty
114(5)
5.4.1 Task difficulty in the light of measured performance
114(1)
5.4.2 Candidates' perceptions of task difficulty
115(4)
6 The Impact of Proficiency Level
119(4)
6.1 The central research question
119(1)
6.2 Results
119(1)
6.3 Discussion
120(3)
7 The Impact of Previous Learning Experience
123(8)
7.1 Years studying English
123(2)
7.2 Frequency of oral tasks and test performance
125(2)
7.3 Familiarity with task type
127(1)
7.4 Candidates' general attitude towards the paired mode
128(3)
8 Test Takers' Perceptions of the Paired Oral
131(16)
8.1 Positive features of the paired mode
131(6)
8.2 Negative features of the paired mode
137(6)
8.3 The ideal peer partner
143(4)
9 Discussion and Conclusion
147(10)
9.1 Summary and implications of the findings
147(7)
9.2 Limitations of the research
154(1)
9.3 Directions for further research
154(1)
9.4 Conclusion
155(2)
References 157(8)
List of Figures and Tables 165(4)
Appendices 169
The Author: Ildikó Csépes is Assistant Professor at the Department of English Language Learning and Teaching at the University of Debrecen (Hungary). She was involved in the Hungarian Examinations Reform Teacher Support Project of the British Council. The author is currently a member of the National Board for Accrediting Foreign Language Examinations, an expert committee working for the Hungarian Educational Authority.
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