English Oral Proficiency Measured by Holistic and Analytic Assessments in Dialogic and Monologic Tasks
(주)코리아스칼라
- 최초 등록일
- 2023.04.03
- 최종 저작일
- 2023.03
- 20페이지/ 어도비 PDF
- 가격 5,500원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국영어교육학회
ㆍ수록지정보 : 영어교육 / 78권 / 1호
ㆍ저자명 : HyunSook Ko
목차
1. INTRODUCTION
2. BACKGROUND
2.1. L2 Oral Proficiency and Its Assessment Features
2.2. Holistic and Analytic Assessments
2.3. Dialogic and Monologic Tasks
3. METHODOLOGY
3.1. Participants
3.2. Research Instruments and Data Collection
3.3. Research Analysis
4. RESULTS
4.1. Descriptive Statistics
4.2. Differences in English Oral Proficiency between Two Tasks
4.3. Differences in Linguistic Features between Two Tasks
4.4. Correlations of Linguistic Features with English Oral Proficiency onTwo Tasks
5. DISCUSSION AND CONCLUSION
REFERENCES
영어 초록
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.
참고 자료
없음