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Năm 1 Năm 2 Năm 3
việc (chỉ đường, vẽ sơ đồ,v.v...).
Năm 1 Năm 2 Năm 3
city/country.
in a foreign language?
grammar?
Rất cám ơn quý thầy cô đã bớt chút thời gian.
QUESTIONNAIRE
Give your opinion on oral language testing.
1. When assessing students’ performance on interactional and transactional short turns, which level of priority do you give to the following abilities? (Number your level of priority, e.g. the highest priority is 1 and the lowest 8)
a. Ability to use grammar accurately
b. Ability to pronounce acceptably
c. Ability to use vocabulary appropriately
d. Ability to convey their intended meaning(s)
e. Ability to speak fluently
f. Ability to interact effectively
g. Ability to produce extended speech
h. Ability to make responses appropriate to the situation
2. When assessing students’ performance on transactional long turns, which level of priority do you give to the following abilities? (Number your level of priority, e.g. the highest priority is 1 and the lowest 9)
a. Ability to use grammar accurately
b. Ability to pronounce acceptably
c. Ability to use vocabulary appropriately
d. Ability to convey their intended meaning(s)
e. Ability to speak fluently
f. Ability to interact effectively
g. Ability to produce extended speech
h. Ability to make responses appropriate to the situation
i. Ability to make a presentation with an adequate content
3. A test of overall speaking ability should make use of test tasks. (More than one choice is possible.)
a. 1
b. 2
c. 3
d. 4
4. Tick () the elicitation techniques that you think are suitable for students of Year 1, Year 2 and Year 3.
Year 1Year 2Year 3
a. Discussion/conversation
b. Oral report
c. Interview or Question&answer
d. Learner-learner description and re-creation
e. Reading blank dialogue
f. Retelling a story
g. Picture story
h. Role-play
i. Reading aloud
5. Tick () the particular test tasks / questions that you use for students of Year 1, Year 2 and Year 3.
Year 1Year 2Year 3
a. Describe the most important sports event in your
city/country.
b. What do you do to keep fit?
c. What sports do you think are dangerous? Why?
d. What are your suggestions for reducing traffic jams?
e. What can you do to help reduce pollution in the city?
f. What can you think are global problems?
g. What are your suggestions for being a fluent speaker
in a foreign language?
h. What makes a good language learner?
i. How do you learn new words, pronunciation and
grammar?
6. In order to develop an achievement speaking test, which following things must we do? (More than one choice is possible)
a. Identify the test purpose(s)
b. Choose test tasks in the target language use domain.
c. Determine students’ topical knowledge and profile of language ability
d. Determine the construct/ability to be measured
e. Determine the structure of the test (the number of test tasks)
f. Identify the specifications of each test task such as purposes of the test task, specified components oral ability to be tested, expected duration of task performance and scoring method
7. Are you sure that the marks you have given on your students’ oral test performance can reflect their actual speaking ability?
a. Very sure
b. Not very sure
c. Not sure
8. The reason(s) for your choice of (b) or (c) for Question 7 is/are that. (More than one choice is possible)
a. The students were prepared for the topics or test questions in advance.
b. The students might guess the assessors’ questions and prepare in advance the answers to these questions.
c. The test tasks used can’t get the students to show their actual ability to communicate in English.
d. There were no criteria and instructions for marking each test task.
9. How long have you taught English? – For ………….. years.
10. Have you ever attended any courses in or workshops on language testing?
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