Oral language testing at tay nguyen university  (Page 2/53)

1.1 The Problem1

1.1.1 Theoretical Perspective1

1.1.2 Practical Perspective2

1.2 Aims and Overview of the Thesis3

CHAPTER 2: LITERATURE REVIEW6

2.1 Typical Features of Spoken Language6

2.2 Communicative Approach to Testing Oral Language Ability11

2.3 Theoretical Framework for Oral Test Development14

2.3.1 Design Stage15

2.3.2 Operationalization Stage16

2.3.3 Administration Stage18

2.4 Major Considerations in Operationalization of Speaking Tests18

2.4.1 Level Scale19

2.4.2 Oral Test Types and Elicitation Techniques21

2.4.2.1 The Direct Interview Type21

2.4.2.2 The pre-arranged Information Gap Tests22

2.4.2.3 Tests Where the Learner Prepares in Advance23

2.4.2.4 Mechanical/Entirely Predictable Tests24

2.4.3 Marking Key27

2.5 Qualities of a Good Test29

2.5.1 Validity29

2.5.2 Reliability30

2.5.3 Practicality31

2.6 Summary32

CHAPTER 3: methodology33

3.1 Research Questions33

3.2 Data Collection Instruments33

3.2.1 The Checklist34

3.2.2 The Observation36

3.1.3 The Questionnaire36

3.3 Procedures37

3.4 Summary39

CHAPTER 4: RESULTS AND DISCUSSION40

4.1 Evaluation of TNU Current Development Process of Oral Language Tests 40

4.1.1 Review of TNU Current Development Process of Oral Language Tests40

4.1.2 The Observation Results 45

4.1.3 Analysis of the Results47

4.2 Evaluation of TNU staff’s Perceptions of Oral Testing55

4.2.1 Results56

4.2.2 Analysis of the Results61

4.3 Summary64

CHAPTER 5: RECOMMENDATIONS AND CONCLUSION66

5.1 Recommendations for TNU Oral Testing Practices66

5.1.1 Recommendations for TNU Development Process of Achievement Speaking Tests67

5.1.1.1 Rating/Level Scale67

5.1.1.2 Blueprint for Development of Achievement Speaking Tests at TNU70

5.1.1.3 Standardisation Meeting71

5.1.1.4 Supportive Test Taking Environment 72

5.1.1.5 Use of Test Results for Teaching Evaluation72

5.1.2 Practical Applications to the Operationalization Process of Speaking Tests for First-Year Students73

5.1.2.1 Suggested Tasks in the TLU Domain for Inclusion in Speaking Tests for First-Year Students 73

5.1.2.2 Two Sample Achievement Speaking Tests for First-Year Students 75

5.2 Conclusion82

REFERENCES85

APPENDIces89

Appendix 1: Three Achievement Speaking Tests Used at TNU89

Appendix 2: 95

Achievement Speaking Test for the Second-Year Students 95

(Term 2 – School Year 2002-2003)95

Appendix 3: The Tapescript of the Test Recorded96

Appendix 4: PHIẾU KHẢO SÁT104

109

Year 1 Year 2 Year 3109

b. Oral report    109

h. Role-play   109

i. Reading aloud   109

Year 1 Year 2 Year 3 109

Acknowledgements

I would like to show my greatest gratitude to my thesis supervisor, Ms. Nguyễn Thị Thanh Hà, who assisted and encouraged me much by providing insightful discussions, valuable comments and criticisms in the preparation and completion process of this thesis.

I would wish to send my special thanks to the organisers of this master course, Ms. Phạm Kim Ninh, Head of the Department of Post Graduate Studies of Hanoi University of Foreign Studies, Ms. Nguyễn Thái Hà, Ms. Phạm Thu Hương, the staff of this department, and the leaders of Tay Nguyen University.