Speaking Skills Issues And Solution English Language Essay

Speaking Skills Issues And Solution English Language Essay For the longest time, the idea of testing language have always revolved around testing the knowledge of the language itself but now, the idea of testing for communicative competence is getting more and more popular. In testing communicative competence, speaking and listening tasks are commonly used. Those require tasks such as the completion of an information gap and role play (Kitao Kitao, 1996). As teachers of ESL, it is imperative for us to enhance the students delivery skills, increase their confidence, and develop their methods of organization and critical thinking skills. In order to do this, a valid and reliable way of assessment to determine whether the set goals were met is required. The oral communication field needs a clear-cut method of evaluation as can be found in discrete language skill classes such as listening comprehension (Nakamura Valens, 2001). Language teachers and language testers need a method which takes subjective qualitative observations and then transforms them into objective quantitative measures. A critical issue in the assessment is the selection of criteria for evaluating performance. Stiggins (as cited in Butler Stevens, 1997) points out that the selection of these criteria should be one of the first steps in designing performance assessments. Students should understand ahead of time what is expected of them. This can actually help them determine on what basis their performance will be judged. When students are actively involved in establishing assessment criteria for tasks, they do not only have a better understanding of what is expected of them when they perform the tasks, but they will be able to more fully appreciate why the criteria are important (Butler Stevens, 1997). The Issue of Assessing Speaking Skills. Speaking is probably one of the most difficult skills to test. It combines skills that may have little or no correlation with each other, and which do not do well to objective testing. In ( Kitao Kitao, 1996), it was mentioned that there are not yet good answers to questions about the criteria for testing these skills and the weighing of these factors. It is possible to find people who can produce the different sounds of a foreign language appropriately; hence they lack the ability to communicate their ideas correctly. This is one of the difficulties that testers encounter when testing the oral production of learners. However, the opposite situation could occur as well; some people do have the ability of expressing their ideas clearly, but at the same time they cannot pronounce all the sounds correctly. Another difficulty is the actual implementation of speaking skills testing. That is because it is difficult to test a large number of learners in a relatively short time. Therefore, the examiner is put under great pressure (Heaton, 1988). The next difficulty is that speaking and listening skills are very much related to one another; it is impossible to keep them mutually exclusive. In most cases, there is an interchange between listening and speaking, and speaking appropriately depends on comprehending spoken input. Therefore, this has an impact on testing speaking because the testers will not know whether they are testing purely speaking or speaking and listening together. Finally, the assessment and scoring of speaking skills is one of its biggest problems. If possible, it is better to record the examinees performance and the scoring will be done upon listening to the tape. The aspects of speaking that are considered part of its assessment include grammar, pronunciation, fluency, content, organization, and vocabulary. (Kitao Kitao, 1996). Depending on the situation and the purpose of the test, testers need to choose the appropriate methods and techniques of testing. The Solution: Method of Assessing Speaking Skills. 3.1. Monologue, Dialogue and Multilogue Speaking Test. Nakamura Valens (2001) conducted a study on Japanese graduate students at Keio University. They used three different types of speaking tests as a form of assessment. The first type is the Monologue Speaking Test which is also called the presentation. Students were asked to perform some tasks such as; show and tell where they talk about anything they choose. This gives the students a chance to make a mini presentation. The second type is Dialogue Speaking Test which is also known as the interview. It is an open-ended test where the students lead a discussion with the teacher, and students in that kind of test are required to use conversation skills that they have learned before. The third type is Multilogue Speaking Test that is also called the discussion and debating. Here, the discussions are student-generated, and students are put into groups where as a group, they decide on a topic they feel would be of interest for the rest of the classroom. The evaluation criteria that was used in that study was as follows: Evaluation Items: Presentations: Content Language Eye contact Interviews: Comprehensibility Pronunciation Fluency Ability to explain an idea Discussing and debating: Able to be part of the conversation to help it flow naturally Uses fillers/ additional questions to include others in conversation Transfers skills used in dialogues to group discussions The rating scale ranged between poor and good with the symbols from 1 to 4. The finding of their study reveals that among the three test types, the discussion tests was the most difficult followed by interview test and the presentation test. In Malaysia, we saw a similar system being implemented but were poorly regulated and too restrictive. Dialogues are used in the school-based assessment and Monologues and Multilogues are common in both school-based assessment and the MUET speaking test. Although it follows this model, it failed to accurately gauge students speaking ability as the tests were poorly regulated (prevalent in school-based assessment) and too restrictive (MUET). 3.2. Testing speaking using visual material Without even comprehending spoken or written material, it is possible to test speaking using visuals such as pictures, diagrams, and maps. Through a careful selection of material, the testers can control the use of vocabulary and the grammatical structures as required. There are different types of visual materials that range in their difficulty to suit all the levels of learners. One common stimulus material could be a series of pictures showing a story, where the student should describe. It requires the student to put together a coherent narrative. Another way to do that is by putting the pictures in a random order of the story to a group of student. The students decide on the sequence of the pictures without showing them to each other, and then put them down in the order that they have decided on. They then have the opportunity to reorder the pictures if they feel it is necessary. In the Malaysian context, this system is already in use in the school-based oral assessment for primar y school. Another way of using visual stimulus is by giving two students similar pictures with slight differences between them, and without seeing each others pictures they describe their own pictures in order to figure out the differences. However, there is a problem in using visual stimulus in testing speaking, it lies in that the choice of the materials used must be something that all the students can interpret equally well, since if one student has a difficulty understanding the visual information, it will influence the way he/she is evaluated (Kitao Kitao, 1996). 3.3. The Taped Oral Proficiency Test In that approach, the students performances are recorded on tapes and then assessed later by the examiner. This method has some advantage and some disadvantages. According to Cartier (1980), one disadvantage of the taped test is that it is less personal; the examinee is talking to a machine and not to a person. Another disadvantage is that it has a low validity. Moreover, the taped test is inflexible; if something goes wrong during the recording, it is virtually impossible to adjust for it. On the other hand, there are some advantages of that type of test. It can be given to a group of students in a language lab, it is more standardized and more objective since each student receives identical stimuli, and scoring can be performed at the most convenient or economical time and location. I believe that the taped test method is very practical when it comes to testing large numbers of students where the teacher would not have enough time to assess each one of them individually. However, the problem lies in not having enough language labs in some schools which, in turn, creates a big difficulty for teachers. Conclusion Previous research on classroom testing of ESL speech skills provides several models of both task types and rubrics for rating, and suggestions regarding procedures for testing speaking with large numbers of learners. However, there is no clear, widely disseminated consensus in the profession on the appropriate paradigm to guide the testing and rating of learner performance in a new language, either from second language acquisition research or from the best practices of successful teachers. While there is similarity of descriptors from one rubric to another in professional publications, these statements are at best subjective. Thus, the rating of learners performance rests heavily on individual instructors interpretations of those descriptors (Pino, 1998). In spite of the difficulties inherent in testing speaking, a speaking test can be a source of beneficial backwash. If speaking is tested, unless it is tested at a very low level, such as reading aloud, this encourages the teaching of speaking in classes. In my opinion, testing speaking skills could be a very interesting experience, and it gives teachers an opportunity to creative in selecting the test items and materials. Moreover, it has a great impact on students by making them enjoy taking the test and feel comfortable doing so if the teacher chooses the materials that interest their students and that is suitable to their age and levels of knowledge. References Butler, F. A., Stevens, R. (1997) Oral languages assessment in the classroom. Theory Into Practice, 36 (4). 214-219. Cartier, F. A. (1980). Alternative methods of oral proficiency assessment. In J. R. Firth (Ed.), Measuring spoken language proficiency (7-14). GA: Georgetown University. Heaton, J. B. (1988). Writing English language tests. Longman. Kitao, S. K., Kitao, K. (1996). Testing speaking (Report No.TM025215). (ERIC Document Reproduction Service No. ED398261) Kitao, S. K., Kitao, K. (1996). Testing communicative competence (Report No. TM025214). (ERIC Document Reproduction Service No. ED398260) Nakamura, Y., Valens, M. (2001). Teaching and testing oral communication skills. Journal of Humanities and Natural Sciences,3, 43-53. Pino, B. G. (1998). Prochievement testing of speaking: matching instructor expectations, learner proficiency level, and task types. Texas Papers in Foreign Language Education, 3, (3), 119-133.

My Childhood Memories in Ramadhan Essay

Everyone have a childhood memories in their life and are special for everyone. I was born and brought up in a happy family and Alhamdulillah about that. I want to share to all my readers about my childhood memories in Ramadhan. Every time when Ramadhan came the first thing that will come to my mind is Hari Raya. I feel very excited to celebrate Hari Raya. There are a lot of memories in Ramadhan still fresh in my mind among these is walk around the village while holding the lantern after breaking fast, lit the candles around the gate of house with sister, helping my mom making cookies for Hari Raya. The first memories that I was remember, when finish breaking fast I and my sister playing with friend. Then, we are together with friend walk around the village while holding the lantern. During that time, I walk while holding the lantern, suddenly candle in the lantern accidentally erased. I was so afraid and then run to my sister because the road was dark. After arrived at home, my mother advise to me and sister not follow our friend walking around the village after breaking fast because road to dark and hazard. Second memories that I still remember is light wax around gate. I black out in house balcony and start light wax around house fence . Apart from that, I play fireworks with my sister. That delightful because my house like in the middle of circle light. I and my sister do not like light up kerosene lamp because of that complicate for a girl. Memories of childhood during Ramadhan last that I want share with all of you is we help my mother making biscuits for food Hari Raya. Each year, my mother do not miss to make our family favourite cookies. Name of biscuit that my mother do is Mazola groundnut cookies and also cornflakes honey. I help my mother baked a biscuits and cleaning kitchen when we have been completed. Yet today, my mother have died and I do not will forget the memory because it a memory that is most beautiful with my mother. I am so dear my mother and also miss to her In summary, everyone have memories of childhood days in their life. Past memories make us have much experience to are surviving on that full challenge. When remembering matter that after, I smile. Many my lesson can from incident which occurred. Remember we must be hearing parents’ instruction because they know what best for us. I hope me always remember memories of childhood days in Ramadhan because of that is memory that is lovely and delightful.

The Impact Of Media On The Media - 892 Words

As I pondered what I would do for this action project I knew I wanted to steer more towards women in the media. I have always been curious about what the public thinks about certain things, what is trending, what the common thought is on a specific thing, idea etc. As I thought about what my main focus was going to be, I remembered talking to my family about what I was learning and discussing in my Gender and Women’s Studies class and brought up how there seems to be a stigma in today’s culture on how marketing companies make it seem okay to portray women in a negative way just to get their product sold. I thought more deeply about this topic because it has always bothered me to see how companies got away with altering model’s bodies, dressing them in risquà © clothing, or putting sexist blurbs smacked across an advertisement in a magazine. I wanted to find a way I could subtly bring about self-awareness to my community around me. For the ‘action’ p art of my project, I really wanted to focus on spreading awareness to my age group, who is being advertised to and marketed to more than any other demographic. So I created a survey; consisting of 6 questions, focused on how they feel about women throughout any form of media. I didn’t want to overwhelm my survey takers with too many questions because I know that questions geared more towards women and feminism can be taken differently by people. I wanted to get to the point but simply and sweetly. The first three questions were toShow MoreRelatedThe Impact Of Media On The Media2801 Words   |  12 PagesMisrepresentation of Blacks in the Media Mammies to nannies, bucks to thugs and deadbeats, servants to crooks in positions of power: this is the evolution of Black images in the media. 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Christianity And Buddhism The Teachings Of Life, Death,...

i. The religion founded by Christ in where He is Central to over twenty-one billion people is known as Christianity. It is the teachings of life, death, and the resurrection of Christ originating from Jerusalem in present- day Israel. Buddhism is a spiritually sought religion that focus on the teachings of the Buddha. The number of Buddhist world-wide has been estimated to be around three-hundred and fifty million, which is about six percent of the world’s population. This religion is concentrated on the teachings of the Buddha and the perceived enlightenment of life. Siddhartha Gautama, became the founder in present-day Nepal, India during the fifth century. b. Thesis Statement: i. Although Christianity and Buddhism are largely incompatible, they are similar in some situations when it comes to their doctrine and beliefs, methods of outreach and practices. II. Christianity a. Jesus i. The figure of Christianity is Jesus Christ. 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Consumer Decision Making Process Problem Recognition

Homework Assignment 1: Consumer Decision Making Process Problem Recognition When I was first introduced to the idea of longboarding, I thought that it was just a different type of fancy skateboard. As an individual who was not very good at skateboarding, I was skeptical of even trying the product out. However, after experiencing it for myself and hearing countless amounts of positive feedback about it, I began to consider getting one of my own. As a college student, getting a longboard of my own was no easy task being that funds were (and still are) quite limited. But after weeks of borrowing longboards from friends and contemplating whether to get one or not, I finally reached the decision that I was going to get one. This decision†¦show more content†¦When it comes to information searches, there are two categories including internal and external. Internal information searches mostly deal with the recalling of information in memory, which consists of what you have experienced and what you have conceptually gathered (Hawkins Mothersbaugh, 2010). On the other hand, external information searches seek information that is from an outside environment (Hawkins Mothersbaugh, 2010); this includes information that is non-marketing controlled such as information from friends/family, or marketing controlled such as information from brands or companies. In my experience, the guiding source of information that guided my information search was external information that I gathered from friends and family members who either own a longboard or had one previously. However, the other important component that came into place was what information I found on my own that. Since I was new to the idea of longboarding, I began researching the topic in general before I recognized my need for it. I continued to do research centered on longboarding all together to help gain a better understanding as well as continuing to talk to friends and family with more experience. Alternate Evaluation Based on the information that I externally gathered from my own research and friends and family, I started to narrow in on what I beganShow MoreRelatedConsumer Behaviour And Decision Making Process Essay1264 Words   |  6 Pagesliterature based on the order of the objectives. The literature review is on purchase intention, financial capability, and social factors, consumers’ attitudes and online buy. While analysing the literature, contributions, weaknesses and gaps in the existing literature were identified. 2.2. Theoretical review While consumers/buyers have existed for thousands of years, consumer behaviour research really began after World War II. 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Thesis Sample Free Essays

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COM******* About This File Resolution: 1280Ãâ€"720 Run time: 26 seconds Codec Used: photo jpeg File Type: Quicktime Created by: Logan Kenesis Programs Used to make it: After effects Cinema4d Thank you for downloading i hope you enjoy it If you like the art here at givemefreeart. com Help Support Us here is how 1. Make a donation 2. Sign up for our Newsletter on the homepage 3. Participate in the forums 4. Comment on the files you download 5. Link to our website in your projects or on your website If you have any questions or suggestions please post them in the forum here http://givemefreeart. om/phpBB3******GIVEMEFREEART. COM******* About This File Resolution: 1280Ãâ€"720 Run time: 26 seconds Codec Used: photo jpeg File Type: Quicktime Created by: Logan Kenesis Programs Used to make it: After effects Cinema4d Thank you for downloading i hope you enjoy it If you like the art here at givemefreeart. com Help Support Us here is how 1. Make a donation 2. 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I would remind you that extremism in the defense o Essay Example For Students

I would remind you that extremism in the defense o Essay f liberty is no vice! And let me remind you also that moderation in the pursuit of justice is no virtue!Even at the beginning of his career, Goldwater adhered to conservative principles such as balancing budgets and limiting government. In fact, so successful was the new council that speculation soon mounted about the political future of its charismatic vice chairman. Although his uncle and father were both Democrats, Goldwater was a Republican because, he said, the Democrats had ruled Arizona with an arrogance that offended me.During his first term in the Senate, theSaturday Evening Postdescribed Goldwater as aggressive, articulate, colorful, and having more leadership potential than any other Republican in the past decade. HYPERLINK http://www.heritage.org/research/reports/2014/07/barry-m-goldwater-the-most-consequential-loser-in-american-politics l _ftn7 Goldwater became an outspoken critic of organized labor and its corrupt bosses like the Teamsters Jimmy Hoffa. He declared his o pposition to the concentration of power in any hands, whether of government, business, or labor. He constantly defended the independent entrepreneur and the small businessman, warning that any government big enough to give you everything you want is big enough to take away everything you have. HYPERLINK http://www.heritage.org/research/reports/2014/07/barry-m-goldwater-the-most-consequential-loser-in-american-politics l _ftn8 Goldwater was keeping his oath to support and defend the ConstitutionFirst, Goldwater declares that welfare ought to be a private concern promoted by individuals and families, by churches, private hospitals, religious service organizations, community charities. Goldwater understood that dependence on government support would do irreparable harm to the American character. In foreign policy, he proposes a seven-point program (excluding the use of nuclear weapons) to achieve victory in the Cold War, beginning with the objective of not merely fighting Communism, but winning the struggle. Goldwater had the wisdom to focus on total victory, an objective which succeeding conservatives, especially Ronald Reagan, would follow successfullyThroughout the 1964 campaign, Goldwater was unfairly attacked as a racist. He was called a hopeless captive of the lunatic calculating right-wing extremists by baseball legend Jackie Robinson. Civil rights leader Martin Luther King Jr. declared that if Goldwater were elected, the nation would erupt into violence and riots, the like of which we have never seen before.The major reason for the extremist rhetoric was Goldwaters reluctant vote, on constitutional grounds, against the Civil Rights Act of 1964. Goldwater, who had voted for the 1957 and 1960 civil rights bills, wanted to support the 1964 act but objected to two of its provisions: Title II (public accommodations) and Title VII (fair employment).