Comparing Language Use in Oral Proficiency Interviews to Target Domains: Conversational, Academic, and Professional Discourse

2017 ◽  
Vol 101 (1) ◽  
pp. 194-213 ◽  
Author(s):  
Shelley Staples ◽  
Geoffrey T. Laflair ◽  
Jesse Egbert
Keyword(s):  
Language Use ◽  
Oral Proficiency ◽  
Professional Discourse ◽  
Oral Proficiency Interviews

Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors

2020 ◽  
Vol 16 (1) ◽  
pp. 87-121
Author(s):  
Bárbara Eizaga-Rebollar ◽  
Cristina Heras-Ramírez
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Oral Proficiency ◽  
Pragmatic Competence ◽  
Task Characteristics ◽  
The Common ◽  
Task Descriptions ◽  
Oral Proficiency Interviews ◽  
Task Types ◽  
And Task

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

scholarly journals From Face-to-Face to Paired Oral Proficiency Interviews: The Nut is Yet to be Cracked

2011 ◽  
Vol 4 (2) ◽  
pp. 169 ◽  
Author(s):  
Parviz Birjandi ◽  
Marzieh Bagherkazemi
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Oral Proficiency ◽  
Theory And Practice ◽  
Social Dimension ◽  
Face To Face ◽  
Skilled Performance ◽  
The Face ◽  
Oral Proficiency Interviews ◽  
The Individual

The pressing need for English oral communication skills in multifarious contexts today is compelling impetus behind the large number of studies done on oral proficiency interviewing. Moreover, given the recently articulated concerns with the fairness and social dimension of such interviews, parallel concerns have been raised as to how most fairly to assess the oral communication skills of examinees, and what factors contribute to more skilled performance. This article sketches theory and practice on two rather competing formats of oral proficiency interviewing: face-to-face and paired. In the first place, it reviews the related literature on the alleged disadvantages of the individual format. Then, the pros and cons of the paired format are enumerated. It is discussed that the paired format has indeed met some of the criticisms leveled at individual oral proficiency interviewing. However, exploitation of the paired format as an undisputable alternative to the face-to-face format begs the question.

Multiple questions in oral proficiency interviews

2007 ◽  
Vol 39 (11) ◽  
pp. 2045-2070 ◽  
Author(s):  
Gabriele Kasper ◽  
Steven J. Ross
Keyword(s):  
Oral Proficiency ◽  
Oral Proficiency Interviews

Toward the Future of Computer-Assisted Language Testing

2020 ◽  
pp. 208-235
Author(s):  
Ethan Douglas Quaid ◽  
Alex Barrett
Keyword(s):  
Language Testing ◽  
Oral Proficiency ◽  
Future Research ◽  
Computer Assisted ◽  
Multiple Perspectives ◽  
Face To Face ◽  
Speaking Test ◽  
Recent Case Study ◽  
Recent Developments ◽  
Oral Proficiency Interviews

Semi-direct speaking tests have become an increasingly favored method of assessing spoken performance in recent years. Underpinning evidence for their continued development and use has been largely contingent on language testing and assessment researchers' claim of their interchangeability with more traditional, direct face-to-face oral proficiency interviews through theoretical and empirical investigations from multiple perspectives. This chapter initially provides background and research synopses of four significant test facets that have formed the bases for semi-direct and direct speaking test comparison studies. These are followed by the inclusion of a recent case study comparing test taker output from a computer-based Aptis speaking test and a purposively developed identical face-to-face oral proficiency interview that found a slight register shift which may be viewed as advantageous for semi-direct speaking tests. Finally, future research directions are proposed in light of the recent developments in the semi-direct speaking testing research presented throughout this chapter.

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