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Speaking & listening - ways of assessing (Paphos & Nicosia)
17
Alternative Assessment of Speaking &
Listening
Leo Selivan
Please get into
groups of FOUR
A
Setup
B
Suggested topics
- Your typical meals (and what you eat at each)
- Your teaching career (how you started, where you ended up)
- How you lost something (and then, hopefully, found it)
- A hobby you picked up during the pandemic
- What you do to stay fit and healthy
- Something you do - or don’t do - that is good for the environment
- Your favourite dish and how to prepare it
- … (choose your own topic)
Topics
3-3-3 Speaking Activity
PROCEDURE
3-3-3 Speaking
Same monologue repeated 3 times
Adapted from Maurice (1983), Nation (1989) and Boers (2014)
RETURN TO ORIGINAL
PARTNER SWITCH
TASK IN PAIRS
Topics
ODF3/Class B
- Someone who has an interesting job (and why it interests you)
- A sports event you took part in or watched (and what made it memorable)
- Something you do that’s good for the environment (or something you could do more of)
- An older person you know (and what you admire about them)
ODF4/Class C
- An ideal home you would like to have (and what makes it special)
- A time you chose a colour for something (a room, clothes, a design)
- Your favourite place near water (and why you like it)
- An artist whose work you like (and what you know about them)
Suggested topics
- Your typical meals (and what you eat at each)
- Your teaching career (how you started, where you ended up)
- How you lost something (and then, hopefully, found it)
- A hobby you picked up during the pandemic
- What you do to stay fit and healthy
- Something you do - or don’t do - that is good for the environment
- Your favourite dish and how to prepare it
- … (choose your own topic)
Points to consider
4-3-2 Speaking
Maurice 1983; Nation 1989
3-3-3 Speaking
Boers 2014
no added time pressure
Points to consider
- Give students pre-task planning time (in class or for HW)
- Use this activity to follow up language work or reading / listening on the topic
- Follow up this activity with a writing task on the topic
- Alternating speakers (like we did) helps keep both students (A and B) engaged.
- For B1 students - recount something that happened to them (linear)
Repetition
When we entertain a view of language as a complex adaptive system, we recognise that every meaningful use of language changes the language resources of the learner/user.
Larsen-Freeman 2013: 195
There is value in repetition as an educational device: utterances
repeated are also resignified.
Kramsch 2009: 209
Adequate peer assessment ?
Accuracy is only one aspect;
peers can instead focus on:
fluency (i.e. the ability to keep going without pausing)
ability to extend their answers /
use of connectives and linkers
integration of new vocabulary items
Patchwork rubrics
Ss come up with own assessment criteria
CEFR - Spoken production
EXCELLENT
GOOD
FAIR
NEEDS IMPROVEMENT
generally clear
mostly relevant ideas
partially
tend to
fails to
is absent
is faulty
minor omissions / slips
occasional mistakes
could be explained / clarified / illustrated more clearly
despite some errors
B1
Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field
of interest, presenting it as a linear sequence of points.
• Can describe experience.
• Can give straightforward descriptions on a variety of familiar subjects within his field of interest
Assessment
Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary
points and relevant examples.
B2
• Can give clear, detailed descriptions on a wide range of subjects related to his field of interest.
• Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples.
Quick fire
debate
Mini-debate
Vaccination: to flu shot or not
The right to own guns
What is more important for happiness: love or money?
Mobile devices in the classroom
Parenting classes for future parents should be mandatory
It would be impossible to live without plastics
(ODF3, p. 90)
Apple vs. PC
iPhone vs. Android
Cats vs. Dogs
Useful chunks
What I learned from my partner is that...
I found her/his points [fascinating / eye-opening / easy to follow]
If I understood correctly, my partner thinks / believes / suggests that…
What surprised me most is that (s)he claims / believes that…
Useful chunks
Additional chunks for B2+
(S)he goes as far as to claim that…
He does acknowledge, however, that...
The long and the short of it is that...
Rationale
CEFR - Spoken production - B1
• Can follow much of what is said around him/her on general topics, and can give or seek personal views and opinions in discussing topics of interest.
• Can express belief, opinion, agreement and disagreement politely.
• Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.
Lexical Priming
Primed for listening
as a matter of ...
It's never too ...
I find it pretty ...
Procedure
Listening
Handout
Rationale
Listening to listen vs Listening to learn
“the optimal goal of L2 listening development is to allow for the L2 to be
acquired through listening, not only to allow the learner to understand spoken messages in the L2”
(Rost 2001: 91)
CEFR - Reception
B1
• Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life
Reception strategies
• Can use a variety of strategies to achieve comprehension
PROCEDURE
Assess what Ss hear while listening
Paused
transcription
LAST 4 WORDS
PAIR COMPARE
COLLECT MISHEARINGS
SUBTITLES
A+
Photo by Sebastian Staines on Unsplash
Common
mishearings
cinema
wild
calling
ice cream
a next hour
get some well
lots more than
I one see my
see new
do my coursework
stop turning
as a pose to
stay with stone
seminar
while
qualified
I scream
a night owl
gets on well
a lot smaller than
that wouldn’t seem like
seen you
do my housework
stopped earning
as opposed to
a study was done
Examples are taken from Shepard & Butler’s (2017) study and from MacDonald’s (2019) suggestions
Topic
CEFR - Listening
B1
• Can understand straightforward factual information about common topics, identifying both general messages and specific details.
• Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics
normally encountered in personal, social, academic or vocational life.
B2
Bottom-Up
Top-Down
background knowledge
context
expectations
meaning
meaning
grammar
words
phonemes
CEFR - Listening
Objectives
B1
Can understand straightforward factual information about common topics, identifying both general messages and specific details.
• Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics
normally encountered in personal, social, academic or vocational life.
Rationale
B2
Checking comprehesension
Miscomprehension
Questions
Photo by Jacob Sapp on Unsplash
Miscomprehension questions
1
2
3
Reaction
Not clear
Critical Thinking
Alternatives to
comp check
questions
What surprised you most?
What fact doesn’t make sense?
What fact seems obvious if you think about it but most people don’t realise it?
What did you find most interesting?
What fact did you not understand?