How to Test Speaking Skills in Japan

52 Part 2: How can we mark & administer speaking tests? How to adapt descriptors from the literature When you’re just beginning with oral testing, it can be hard to figure out how to describe constructs across a range of levels It’s definitely an acquired skill One viable way to build this ability is to consult the literature on language testing to see how the pros do it, then use their descriptors as inspiration for making your own 1 However, be aware that straight up using someone else’s definitions may be problematic because they may not be a good fit for your teaching context Many books on language testing were written for a global audience, so it’s important to maintain a critical eye when adapting from them Let’s give this adaptation process a try with a little exercise: After each of the professionally defined constructs below (from Weir, 2005: 198), pause for a moment and reflect on how you could define it for one of your speaking classes Fluency 4. Generally natural delivery, only occasional halting when searching for appropriate words/expressions. 3. The student hesitates and repeats at times but can generally maintain a flow of speech, although may need an occasional prompt. 2. Speech is slow and hesitant. Maintains speech in a passive manner and needs regular prompts. 1. The student speaks so little that no ‘fluent’ speech can be said to occur.

Your turn : Take a few minutes to reflect on this Fluency rating scale What changes would you make to make it fit better within your teaching context and style?

1 Be sure to check the References at the end of this book for a few recommended titles to get you started.