English Oral Proficiency Measured by Holistic and Analytic Assessments in Dialogic and Monologic Tasks

Autor/in	Ko, HyunSook
Titel	English Oral Proficiency Measured by Holistic and Analytic Assessments in Dialogic and Monologic Tasks
Quelle	In: English Teaching, 78 (2023) 1, S.63-82 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Oral Language; Holistic Approach; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Correlation; Language Fluency; Evaluation Methods; Comparative Analysis; Korean; Native Language; Dialogs (Language); Literary Devices; College Students; Accuracy; Task Analysis; Speech Communication; Student Evaluation; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Holistischer Ansatz; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Koreanisch; Dialog; Dialogs; Dialogue; Dialogues; Literaturarbeit; Collegestudent; Aufgabenanalyse; Schulnote; Studentische Bewertung; Ausland; Korea; Republik
Abstract	This study compared Korean adult learners' English speech in dialogic and monologic tasks, measuring 57 college students' oral proficiency in terms of holistic and analytic grades. The statistical analyses were focused on two questions: (1) how much do the holistic grades of oral proficiency and analytic grades of the four linguistic features function differently across the tasks? and (2) which linguistic feature has the strongest correlation with the holistic grades of English oral proficiency? The study found significant differences between the two tasks in five aspects (English oral proficiency, topic development, fluency, range, and accuracy). It also showed that a monologic task resulted in lower achievements in those five aspects. In the comparison of the correlations with English proficiency, the range reached the top in both tasks, followed by topic development. The study provides some helpful information regarding which types of speech tasks and linguistic features of EFL oral proficiency are more desirable for targeting in teaching and assessment. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01