Assessing Speaking
Bibliographic Data
| ID | 24220609 |
|---|---|
| Authors | Jean Turner |
| Year | 1998 |
| Volume | 18 |
| Pages | 192-207 |
| Publication date | 1998-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190500003548 |
| OpenAlex | W4245942813 |
| Language | EN |
| Citations received | 3 |
| References cited | 52 |
The publication of the ACTFL (American Council on the Teaching of Foreign Languages) Guidelines (1986) and the creation and popularization of the ACTFL Oral Proficiency Interview (ACTFL-OPI) have had a profound effect on foreign and second language instruction and assessment, drawing attention to language students' abilities to use language in performing particular functions and tasks rather than to what they have learned about language. The growing interest in communicative language teaching, with its emphasis on meaningful interaction in the language as opposed to knowledge of linguistic rules, has complemented interest in the ACTFL Guidelines' descriptions of functional language ability and the interview-format oral proficiency interview.
Communicative language teaching · Foreign language teaching · Language assessment · oral proficiency interview · second language speaking · speaking assessment · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
An investigation of planning time and proficiency level on oral test discourse
The validity of direct versus semi- direct oral tests
Lexical density in candidate output on direct and semi-direct versions of an oral proficiency test
Does thick description lead to smart tests? A data-based approach to rating scale construction
Towards a common ability scale for Hong Kong English secondary-school forms
Quantity and quality in speaking test performance
The effect of rater variables in the development of an occupation-specific language performance test
Testing tasks
Deriving oral assessment scales across different tests and rater groups
Accommodative questions in oral proficiency interviews
An oral interview procedure for assessing second language abilities in children
Rater characteristics and rater bias
Interlocutor support in oral proficiency interviews
Analyzing oral proficiency test performance in general and specific purpose contexts
Variable competence in second language acquisition
The structural organization of a language interview
Call and the speaking skill
The relationship between criterion-based levels of oral proficiency and norm-referenced scores of general proficiency in English as a second language
Oral tests in Swedish schools
Screen-to-screen” testing
The Ontario test of ESL oral interaction test
The ACTFL oral proficiency interview
Research on the comparability of the oral proficiency interview and the simulated oral proficiency interview
Assessment of oral communicative skills in early French immersion programmes
Authentic Assessment for English Language Learners
Reeling, Writhing, Drawling, Stretching, and Fainting in Coils
Using a Videocamera and Task‐Based Activities to Make Classroom Oral Testing a More Realistic Communicative Experience
Assessing Students' Oral Language
An Investigation of the Construct Validity of the ACTFL Proficiency Guidelines and Oral Interview Procedure
The Oral Proficiency Interview
Oral Testing of Beginning Language Students at Large Universities
A Study of Interrater Reliability of the ACTFL Oral Proficiency Interview in Five European Languages
Can There Be Validity Without Reliability
Conversational Styles in Language Proficiency Interviews
The Stability of Oral Proficiency Assessment on the Oral Interview Testing Procedures
Teacher and Nonteacher Perceptions of Second-Language Communication
A Contextualized Approach to Describing Oral Language Proficiency
Oral language assessment in the classroom
| Citations per year | 0.12 |
|---|---|
| Citation span | 2000 - 2015 (16) |
| Highly cited | No |