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Aspects of fluency across assessed levels of speaking proficiency
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Abstract:
Recent research in second language acquisition suggests that a number of speed, breakdown, repair and composite measures reliably assess fluency and predict proficiency. However, there is little research evidence to indicate which measures best characterize fluency at each assessed level of proficiency, and which can consistently distinguish one level from the next. This study investigated fluency in 32 speakers’ performing four tasks of the British Council’s Aptis Speaking test, which were awarded four different levels of proficiency (CEFR A2-C1). Using PRAAT, the performances were analysed for various aspects of utterance fluency across different levels of proficiency. The results suggest that speed and composite measures consistently distinguish fluency from the lowest to upper-intermediate levels (A2-B2), and many breakdown measures differentiate between the lowest level (A2) and the rest of the proficiency groups, with a few differentiating between lower (A2, B1) and higher levels (B2, C1). The varied use of repair measures at different levels suggest that a more complex process is at play. The findings imply that a detailed micro-analysis of fluency offers a more reliable understanding of the construct and its relationship with assessment of proficiency. ; The British Council Assessment Research Awards and Grants programme 2016
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Keyword:
language assessment; language testing; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1111/modl.12620
http://hdl.handle.net/10547/623352
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| 82 |
Language testing and validation: an evidence based approach
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| 83 |
Exploring language assessment and testing: language in action
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| 84 |
The Predictive Validity of IELTS Scores: A Meta-Analysis
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In: Electronic Thesis and Dissertation Repository (2019)
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| 85 |
Assessing EFL speaking skills in Vietnamese tertiary education
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| 86 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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| 87 |
Integration of Task-based Language Assessment into Young Learner Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
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| 88 |
Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 243-259 (2019) (2019)
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| 95 |
Strategy Use in the TOEFL iBT Speaking Test and Academic Classroom
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| 96 |
SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS ...
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| 97 |
Offshore and onsite placement testing for English pathway programmes
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In: SCU College (2018)
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| 98 |
Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach
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| 99 |
Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
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| 100 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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