REVIEW OF RELATED LITERATURE
4. Language is at an acceptable level.
Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.
I. Assessing Speaking
Assessing speaking is not something easy to do because there are some factors that may influence the teacher‟s impression of giving a score.
Speaking is a complex skill requiring the simultaneous use of different ability which often develops at different roles. The score of speaking may be different from one teacher to others. For example in assigning a score ranging Speaking is a complex skill requiring the simultaneous use of different ability which often develops at different roles. The score of speaking may be different from one teacher to others. For example in assigning a score ranging
Table 2.1 IELTS Speaking band descriptors Band
Fluency and
Lexical Resource Pronunciation Coherence
uses a full range uses a full range fluently with
uses
of pronunciation only rare
vocabulary
of structures
features repetition or
with full
naturally and
with precision self-
flexibility and
appropriately
and subtlety correction;
precision in all produces
consistently act sustains flexible any
topics
structures apart use of features hesitation is
uses idiomatic
throughout content
language
from „slips‟
characteristic of is effortless to related rather
naturally and
understand than to find
accurately
native speaker
speech accurate words or grammar
speaks coherently with fully appropriate cohesive features
develops topics fully and appropriately
8 speaks
uses a wide range uses a wide fluently with
uses a wide
range of only
vocabulary
of structures
pronunciation occasional
resource
flexibly
features repetition or
readily and
produces a
majority of error- sustains the self-
flexibly to
flexible use of correction;
convey
free
features, with hesitation is
precisely
sentences with
only usually
meaning
only very
occasional lapses content-
occasional
is easy to related and
uses less
inappropriate or
common and
basic/non-
understand understand
accent has language
vocabulary
minimal effect develops
skilfully, with
on intelligibility topics
uses paraphrase
and
effectively as
appropriately required 7 speaks at
shows all the length
uses vocabulary uses a range of
positive features without
resource
complex
of Band 6 noticeable
flexibly to
structures with
and some, but effort or loss
discuss a
some flexibility
not all, of the of
variety of topics frequently
positive coherence
uses some less
produces error-
features of Band may
common and
free
sentences, though 8 demonstrate
idiomatic
vocabulary and
some
language
shows some
grammatical
related
awareness of
mistakes persist
hesitation at
style and
times, or
collocation,
some
with some
repetition
inappropriate
and/or self
choices
correction
uses paraphrase
uses a range
effectively
of connectives and discourse markers with some flexibility
6 is willing to has a wide
uses a range of speak at
uses a mix of
pronunciation length,
enough
simple and
features though may
vocabulary to
complex
with mixed lose
discuss topics at structures, but
control coherence at
length and
with
limited flexibility shows some times due to
make
effective use of occasional
meaning clear may make
frequent mistakes features but repetition,
in spite of
this is not self-
inappropriate
with complex
structures, though sustained correction or
generally
these rarely cause can generally be hesitation
paraphrases
understood uses a range
successfully
comprehension
throughout, of
problems
though connectives
mispronunciation and discourse
of individual of individual
reduces clarity at always
times appropriately
5 usually,
shows all the maintains the
manages to
produces basic
positive features flow of
talk about
sentence forms
of Band 4 speech but
familiar and
with reasonable
and some, but uses
unfamiliar
accuracy
not all, of the repetition,
topics but uses uses a limited
positive self-
vocabulary
range of more
features of Band correction
with limited
complex
6 and/or slow
flexibility
structures, but
attempts to
these
speech to
use paraphrase usually contain
keep going
but with
errors and may
may over-use
mixed success
cause some
and discourse markers
produces simple speech fluently, but more complex communicati on causes fluency problems
4 cannot
produces basic uses a limited respond
is able to talk
range of without
about familiar
sentence forms
pronunciation noticeable
topics but
and some
features pauses and
can only convey
correct simple
attempts to may
basic meaning
sentences but
control features speak slowly, unfamiliar
on
subordinate
but lapses are with frequent topics and
structures are
frequent repetition and makes frequent errors are
rare
mispronunciation self-
s are frequent correction
errors in word
frequent and
and cause links basic
choice
may
some difficulty sentences but paraphrase
rarely attempts
lead to
misunderstandin for the listener with
repetitious use of simple connectives repetitious use of simple connectives
3 speaks with uses simple
shows some of the long pauses
attempts basic
features of Band 2 ƒ has limited
vocabulary to
sentence forms
and some, but not ability to link personal
convey
but with limited
all, of the positive simple
success, or
features of Band 4 sentences
information
relies on
has the
apparently
gives only
vocabulary for
utterances
makes numerous and is
responses
less
familiar topics
errors except
frequently
in memorized
unable to
expressions
convey the basic message
2 pauses
cannot produce a speech is often lengthily
only produces
unintelligible before most
isolated words
basic sentence
communicati on possible
1 no communicati
on possible no rateable
language 0 does not attend
J. Speaking Test
The Speaking Test takes between 11 and 14 minutes. It consists of an oral interview between the candidate and an examiner. (Jakeman&McDowell, 2002:3)
1. Part 1 The candidate and the examiner introduce themselves and then the candidate answers general questions about themselves, their home/family, their job/studies, their interests and a wide range of similar familiar topic areas. This part lasts between four and five minutes. The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics. Example : Family
a. Do you have a large family or a small family?
b. Can you tell me something about them?
c. How much time do you manage to spend with members of your family?
d. What sorts of things do you like to do together?
e. Did/Do you get on well with your family? [Why?]
2. Part 2 The candidate is given a task card with prompts and is asked to talk on
a particular topic. The candidate has one minute to prepare and they can make some notes if they wish, before speaking for between one and two minutes. The examiner then asks one or two rounding-off questions.
Describe a teacher who has influenced you in your
education.
You should say:
where you met them
what subject they taught
what was special about them
and explain why this person influenced you so
much.
You will have to talk about the topic for 1 to 2 minutes. You have one minute to think about what you’re going to say. You can make some
notes to help you if you wish.
3. Part 3 The examiner and the candidate engage in a discussion of more abstract issues and concepts, which are thematically linked to the topic prompt in Part 2. The discussion lasts between four and five minutes. The Speaking module assesses whether candidates can communicate effectively in English. The assessment takes into account Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation. Example : Discussion topics:
Developments in education Example questions:
a. How has education changed in your country in the last 10 years?
b. What changes do you foresee in the next 50 years?
A national education system Example questions:
a. How do the expectations of today‟s school leavers compare with those of the previous generation?
b. What role do you think extracurricular activities play in education? Different styles/methods of teaching and learning.
c. What method of learning works best for you?
d. How beneficial do you think it is to group students according to their level of ability?