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Readers' Forum: Building Success: Task-Based Speaking Tests in the Japanese Classroom

Page No.: 
13
Writer(s): 
Roy Morris, University of Wollongong

This paper outlines the use of formative and task-based speaking assessments in the Japanese classroom at a range of levels, and argues that integrating this kind of assessment into a program benefits students by building their confidence through progressive achievement and by providing many chances for form negotiation and washback.  An example of such a speaking test is outlined, and then evaluated according to criteria outlined by Brown and Abeywickrama (2010), and in accordance with the theories of Nation (1996), Long and Porter (1985) Swain and Lapkin (1989, 1998), and Ellis (1997), amongst others.  The paper concludes that task-based speaking assessments help to encourage students to speak English by not only providing opportunities to do so, but also by clearly communicating successes and progressive milestones to them.

本論は、日本の教育現場での形成的かつタスクに基づいたスピーキング評価の使用について概説したものである。その評価方法を教育課程に組み入れることによって、学習者は多くの形式交渉や、それらの波及効果による段階的な習得を通じて、言語能力に自信を持つことができると本論で論じる。Brown & Abeywickrama (2010) の評価基準に基づき、またNation (1995)、Long & Porter (1985)、 Swain & Lapkin (1989, 1998)、Ellis (1997)等の理論に従い、1つのスピーキングテストを例として挙げる。本論の結びとして、タスク中心のスピーキング評価は、学習者に単に英語を話す機会を与えることだけでなく、彼らに段階的な達成目標を明確に認知させ、成功体験をさせることによって、英語を話すことに意欲をもたせることができると結論づける。

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