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Establishing Speaking Level Benchmarks in an Intensive English Program,[object Object],Sherry Warren,[object Object],University of South Carolina,[object Object],sherrytatiana@gmail.com,[object Object],sherry_warren@epi.sc.edu,[object Object]
Overview,[object Object],[object Object]
The Process
	Preparation
	Structure
	Technology
The Result
Implementing benchmarks in your program,[object Object]
Accommodation,[object Object],“It is a natural feature of authentic conversation that as part of the negotiation of meaning speakers adjust their language to features of their interlocutor.”,[object Object],-- Richards and Malvern, 2000,[object Object],Gass and Varonis, 1985,[object Object]
What are your primary concerns when dealing with assessment in an intensive English program?,[object Object],Time.,[object Object],Accuracy.,[object Object],Simplicity.,[object Object]
How does your program assess speaking ability?,[object Object],Do your students progress through speaking levels?,[object Object],Do teachers decide whether to promote students?,[object Object],Are new teachers given adequate training for this?,[object Object],Are teachers expected to be able to holistically assess their students’ speaking proficiency?,[object Object],If so, are they given the tools they need to do so accurately?,[object Object]
English Programs for Internationals,[object Object],The Motivation,[object Object],[object Object]
9 weeks per term
Potential to matriculate into USC subject to scores (TOEFL) and course performance,[object Object]
Describing levels of proficiency,[object Object],The Motivation,[object Object],Student Profile,[object Object], ,[object Object],At the beginning of the term, SL6 students are able to,[object Object], ,[object Object],•	comprehend, most English spoken at normal speed;,[object Object],•	understand main ideas, some details, and important content vocabulary when listening to the radio and watching TV/movies;,[object Object],•	speak with pronunciation that is comprehensible without repetition and has acceptable stress, rhythm, and intonation; ,[object Object],•	speak somewhat confidently but not always accurately;,[object Object],•	state and support opinions on abstract topics with some degree of proficiency;,[object Object],•	easily participate in everyday conversations with Americans;,[object Object],•	sustain conversations (speaking in paragraphs) on a wide range of topics but fluency is uneven.,[object Object]
Assessment Criteria,[object Object],The Motivation,[object Object],[object Object]
Grammar scores on the Michigan Placement Test
Writing Sample
For Reading-Vocabulary class:
Reading and Vocabulary scores on the Michigan Placement Test
For Speaking-Listening class:
Teacher’s score from Oral Interview
Listening and vocabulary scores on the Michigan Placement Test,[object Object]
Contributing Factors,[object Object],The Motivation,[object Object],Teachers were not simply being easy graders…,[object Object],[object Object]
Benefits:
more class time for instruction
The teacher knows the student’s strengths and weaknesses
EPI’s recent expansion
New teachers had difficulty knowing whether a student was ready to move up
Is the upper half of the class ready to move up?

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Creating Speaking Level Benchmarks in an Intensive English Program

Hinweis der Redaktion

  1. When meaning is negotiated, native speakers accommodate to non-native speakers. Gass and varonis studied phone interviews; teachers get used to non-native speech, but their university teachers colleagues, etc. in the future will not necessarily do so. Proficiency
  2. The perfect situation, considering accommodation, would be that oral interviews are conducted anonymously at the end of term by an individual other than the student’s teacher who has had extensive training in oral interview rating.
  3. descriptors