Volume: 01 Issue: issn: 2181
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JOURNAL OF ADVANCED RESEARCH AND STABILITY (JARS) JOURNAL OF ADVANCED RESEARCH AND STABILITY (JARS) Volume: 01 Issue: ISSN: 2181 ASSESSING LEARNERS’ COMMUNICATIVE COMPETENCE IN DIFFERENT TESTING SYSTEM Tadjieva Mastura Senior Teacher, Tersu Abstract: The article discusses the problem of assessing the level of owning a foreign language in terms of modern trends and approaches in education. Foreign experience of the classification of the types of evaluation and the corresponding types of tests are described. Keywords: CEFR, speech competence; types of assessing a foreign language; Criteria for assessing a foreign language. Volume: 01 Issue: 05 | 2021 2181-2608 154 ASSESSING LEARNERS’ COMMUNICATIVE ETENCE IN DIFFERENT TESTING SYSTEM The article discusses the problem of assessing the level of owning a language in terms of modern trends and approaches in education. Foreign experience of the classification of the types of evaluation and the CEFR, speech competence; types of assessing a foreign language; Criteria JOURNAL OF ADVANCED RESEARCH AND STABILITY (JARS) Volume: 01 Issue: 05 | 2021 ISSN: 2181-2608 155 In order to analyze existing forms of control of oral speech skills, refer to the requirements of oral speech skills in the system of ownership of foreign language, which were developed by the Council of Europe and published in the document entitled "Public-European Competences of Ownership Foreign Language: Study, Teaching, Evaluation" ("COMMON EUROPEAN FRAMEWORK OF REFERENCE: Learning, Teaching, Assessment"). According to the recommendations of the Council of Europe, the existing classical three-level system (A is elementary possession of the language, B - independent ownership, C is free possession) branches into six sublevels, where B2 is a threshold advanced level, C1 - professional ownership level, and C2 - language proficiency level Perfection1. In addition to these levels, three main models of studying a foreign language can be distinguished, which is also necessary to understand the specifics of the organization of control and evaluation of speech skills in general and oral speech skills in particular: Foreign Language Composition Model (General English); model of academic ownership of a foreign language (academic english); Professional Owning Foreign Language Model (Professional English). Due to the fact that this article is devoted to controlling and evaluating oral speech skills at the school- university stage, we will consider the general and academic ownership of a foreign language at the levels of B2-C1. This choice is due to the fact that for graduates of schools, ideally, the use of a model of general ownership of a foreign language at the level of B1 + -B2 is characterized, and for students of universities - models of academic ownership of foreign language at the level of B1 + -C1 (depending on the university profile). It should be noted that for most foreign universities, selecting applicants around the world, the functional level of ownership of a foreign language for academic purposes is determined within B2 + - C1. It should be noted that the invariant core of skills and skills at the levels of B2 and C1 is: 1. the presence of a sufficient set of lexical and grammatical structures to initiate and maintain grammatically correct statements; 2. the ability to logically build statements on common topics in accordance with the norms adopted in the country under study; 3. the ability to tie and support the conversation, building statements in a normal pace without pronounced pauses. The main differences in the above levels relate to the meaningful part of the exam and the evaluation criteria. Thus, on international exams at the level of B2, candidates should be able to talk to common topics, while at the C1 level subjects may ask to discuss both everyday and professional issues. As for the evaluation criteria, there are differences here in the interpretation of the valuation parameters common for the levels of B2-C1. One of the main criteria for estimating oral speech is fluency. The JOURNAL OF ADVANCED RESEARCH AND STABILITY (JARS) Volume: 01 Issue: 05 | 2021 ISSN: 2181-2608 156 speaker's speech should be smooth and smooth. But if at the C1 level, the tempo of speech must be comparable to the speech speech speaking in his native language, then at the level of B2 some pauses and hints are allowed. Another criterion is interaction with the possible participants of the conversation. If at the level of B2, the subject should simply be able to initiate and maintain the conversation, then at the C1 level, the candidate should be able to manage them. International exams To prepare for the exam, the student and the teacher must clearly understand the following: How is the exam: what is its structure; As checked: how the interaction of candidates and examiners; What is checked: What forms to control oral speech skills are used on the exam, which macro- and microeabilities are checked in each of the proposed tasks. The complete understanding of the above items is necessary for high-quality training and successful delivery of any international foreign language exam. Let us dwell in more detail on each of them. Structure of international exams. Exams are in oral form and last 15-20 minutes. The following processed moments are characteristic of the oral exam: At the FCE and CAE exams simultaneously examine two candidates. There are two examiners (one interviews and at the same time assesses the overall impression and the total ownership of the candidate, and the other as an observer assesses candidates for certain parameters); ISESOL, IELTS exams, Pte General pass one on one with the examiner, who conducts an interview with the candidate and issues an assessment; TEFL IBT exams, PTE Academic pass one on one with a computer. The assessment is set by an independent command of the examiners based on the analysis of the received record. Forms of control of oral speech skills. Modern international exams, based on the requirements of the Council of Europe, offer the following forms of control of oral speech skills (on the example of levels B2 and C1): Exchange of common replicas with the examiner (FCE, CAE, PTE General, IELTS, TOEFL IBT); monologue (1-3 min.) On a given topic (FCE, CAE, PTE General, ISESOL, IELTS, PTE ACADEMIC, TOEFL IBT); Joint solution to the problem with the second examiner (FCE, CAE); subsequent discussion of this topic with the examiner (FCE, CAE, PTE General, IELTS); It should also be noted that the forms of control of oral speech At B2 and C1 levels are the same. The difference consists only in choosing the topics offered for discussion (in C1 it is wider). But back to the types of tasks aimed at monitoring oral speech skills. JOURNAL OF ADVANCED RESEARCH AND STABILITY (JARS) Volume: 01 Issue: 05 | 2021 ISSN: 2181-2608 157 On the exams passing one on one with the computer, you can additionally select such types of tasks as: reading text out loud; literal response proposal; Detailed picture / graphics description; short answer (1-2 words) to the question; lecture retelling. All tasks offered at international exams to assess the possession of oral speech in a foreign language are aimed at monitoring such skills as: the ability to hear and understand the requested information; The ability to build a logically structured and grammatically correct answer; Ability to engage the interlocutor in the conversation and direct the conversation in the right direction; Ability to express and argue your point of view, etc. It is important to note that traditionally possession of oral speech is checked through a monologue and dialogue. Types of tasks that are offered to control the exams can be divided into tasks on the checked skills, monologic and dialogic. Tasks are built in the frequency of use on the exams: 1. Monologue: 1. a monologue on a given topic (1-2 minutes); 2. reading text out loud; 3. lecture retelling. 2. Dialogue: 1. the exchange of common replicas with the examiner; 2. a joint solution to the problem with two subjects and subsequent discussion with the examiner; 3. Playing the situation (Role-Play); 4. a short answer to the question. JOURNAL OF ADVANCED RESEARCH AND STABILITY (JARS) Volume: 01 Issue: 05 | 2021 ISSN: 2181-2608 158 The system is a competence-oriented assessment tool which contributes to the adjustment of the process of foreign language training to the international assessment methodology; it also allows to estimate the level of language skills development, and to keep track and analyze the dynamics of professional foreign language communication skills formation, what, in general, tends to bring together the process of a foreign language training and the conditions of professional practice of future specialists. References: 1. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press, 2004. 2. Bond L. Norm- and criterion-referenced testing// Practical Assessment, Research and evaluation. - 1996. Vol. 5(2). P.11-23 3. Brian T. Testing to learn: a personal view of language testing//ELTJ. - Oxford: Oxford University Press, 2005. -Vol.59(1). - P.39-46. 4. Certificate in Advanced English examination (CAE): Handbook for Teachers // UCLES, 2008. Download 0.74 Mb. Do'stlaringiz bilan baham: |
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