영어말하기평가의 문항 분석: 의사소통 기능을 중심으로
Exploring the relationship between predicted and actual test task functions in English speaking test
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Considering the growing interest in English speaking in Korea, little attention has been paid to speech functions in designing and validating speaking test tasks. This paper addresses the mismatch between the intended and actually elicited speech functions from a speaking test so as to provide test developers and users with a clearer idea of why intended functions to be specified need to be carefully considered and, if necessary, revised in item development and rating process. This study begins with examining the communicative functions to be assessed in English speaking test tasks. It next analyzes the transcription data elicited from 15 Korean college students’ and two native speakers’ responses to 12 speaking test items. The features in predicted and unexpectedly elicited speech functions are discussed. It is found that there are some divergences between intended and actually elicited speech functions in both student and native speaker group. Follow-up research related to this study is also discussed.
Abstract
Considering the growing interest in English speaking in Korea, little attention has been paid to speech functions in designing and validating speaking test tasks. This paper addresses the mismatch between the intended and actually elicited speech functions from a speaking test so as to provide test developers and users with a clearer idea of why intended functions to be specified need to be carefully considered and, if necessary, revised in item development and rating process. This study begins with examining the communicative functions to be assessed in English speaking test tasks. It next analyzes the transcription data elicited from 15 Korean college students’ and two native speakers’ responses to 12 speaking test items. The features in predicted and unexpectedly elicited speech functions are discussed. It is found that there are some divergences between intended and actually elicited speech functions in both student and native speaker group. Follow-up research related to this study is also discussed.
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