Marisol Leal Prado

Imitative: is the ability to simply parrot back

(imitative) a word or phrase or possibly a sentence. language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological relationships (such as prosodic elements, intonation, stress, rhythm, juncture).

Intensive: is the production of short stretches of oral

Responsive: responsive assessment tasks include

interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.

 Interactive: (interaction) this can take 2 forms

of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships.
Extensive: (monologue) extensive oral

production tasks include speeches, oral presentations, and story telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether.

 We already know that microskills refer to

producing the smaller chunks of language such as: phonemes, morphemes, words, collocations and phrasal units. And macroskills imply the speakers focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication and strategic options.

Microskills
Produce differences among English phonemes and allophonic variants. Produce chunks of language of different lengths.

Macroskills
Appropriately accomplish communicative functions according to situations, participants, and goals. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules.

Produce English stress patterns, words unstressed and unstressed positions, rhythmic structure, and intonation contours.

Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.
Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.

Produce reduced forms of words and phrases.

 Phone pass Tests: elicits computer-assisted oral

production over a telephone. Test-takers read aloud, repeat sentences, say words, and answer questions. With a downloadable test sheet as a reference, testtakers are directed to a telephone a designated number and listen for directions. The test has 5 sections:
Part A
Test-takers read aloud selected sentences from among those printed on the test.

Part B
Test-takers repeat sentences dictated over the phone.

Part C
Test-takers answer questions with a single word or a short phrase of 2 or 3 words.

Part D
Test-takers hear 3 word groups in random order and must link them in a correctly ordered sentence.

Part E
Test-takers have 30 seconds to talk about their opinion about some topic that is dictated over the phone.

 Direct response Tasks: This tasks are mechanical and non communicative,

the administrator elicits a particular grammatical form or transformation of a sentence. Examples:

Read-aloud Tasks: includes reading a paragraph and the scoring depends on

the pronunciation of the student.

Sentence/dialogue completion tasks and oral questionnaires: the

students read a dialogue and hen the teacher asks questions of it and students answer according to the conversation.
Picture cued tasks: these are pictures that are designed to tell a story or a

word to the test-taker.

Translation of limited stretches of discourse: instead of offering a picture
the test-taker is given a native language word , phrase or sentence and is asked to translate it.

 Question and answer: there are 2 kind of questions the display

questions (only one answer) and the referential questions (openanswers) to the student of being more clear and specific when they speak, he teacher puts a problem and the student responds the primarily scoring is on comprehensibility or 5 ) and produce a paraphrase of the sentence. This means to express it with their own words but without losing the meaning of the sentence.

Giving instructions and directions: provides and opportunity

Paraphrasing: read a limited number of sentences (perhaps 2

 The TSE is a 20 minute audiotaped test of oral language

ability within an academic or professional environment. The tasks are designed to elicit oral production in various discourse categories:

Describe something physical Narrate from presented material Summarize information of the speakers own voice give directions based on visual material Give instructions Support an opinion Compare/contrast Hypothesize Function interactively define

 Interview: According to Michael Canale the interview has 4 stages:

1Warm-up: small talk, helps the test-taker feel comfortable. 2Level Check: interviewer stimulates the test-taker to respond using expected or predicted forms and functions. 3Probe: Challenges students to go to their height of their abilities, to extend beyond the limits of the interviewers expectation through increasingly difficult questions. 4Wind.down: The interviewer encourages the test-taker to relax with some easy questions.

Role-play

Games

Discussions and conversations

 Is the best known oral interview format. The OPI is widely used across dozens of languages

around the world.

In a series of structured tasks, the OPI is carefully

designed to elicit pronunciation, fluency and integrative ability, sociolinguistic and cultural knowledge, grammar and vocabulary.

 Extensive speaking tasks involve complex, relatively

lengthy stretches of discourse.

Oral Presentations Picture-cued Story telling: Retelling a Story, News Event: Read a story or news

event that they are asked to retell. Translation (of Extended Prose): Translation of longer texts.