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The Pedagogy Department or the English Section should produce an official document including the following suggestions this thesis attempts to make as the first effort to standardise TNU current oral language testing. These recommendations for improving the current development procedure include:
At this institution, as described in 4.1 – Chapter 4, there has never been an official level scale in English Section training programme in general, for speaking skill in particular. Now a specified level scale is the prerequisite for oral test development, therefore. Regarding to the level scale, the training of speaking skill at TNU includes 240 contact hours explicitly distributed to 6 terms, the first 4 of which are each allotted 45 contact hours, and the rest 2 of which have 30 contact hours. At the beginning of the course the students are supposed to be false-beginners, i.e. at post-elementary level in terms of speaking skill, since most of them, from rural areas and small towns, had no chance of exposure to English, and their English learning at high school just focussed on grammar, structure, vocabulary and reading skill. After 240 contact hours of training, the freshmen are expected to reach upper-intermediate level.
This thesis suggests using the level scale introduced in 2.4.1 on page 17 for TNU speaking skill training course as well as its oral language testing. This level scale, as maintained in 4.1.3 (Chapter 4), helps teachers and examiners to identify the level that best fits their students’ proficiency level, and thus design adequate test tasks that are valid for their designated purpose. Obviously, use of this level scale helps to increase test validity.
| Elementary | Pre-intermediate | Intermediate | Upper-intermediate |
| -introduce oneself and others.-ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.-interact in a simple way provided the other person talks slowly and clearly and is prepared to help.-use very simple expressions related to areas of most immediate relevance (e.g. very basic family information, shopping, local geography, employment). | -communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.-dsecribe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.-simply talk about familiar matters regularly encountered in work, school, leisure, etc. | -use the language in most situations likely to arise when travelling in an area where the language is spoken.-make a simple connected presentation on topics which are familiar or of personal interest.-describe experiences and events, dreams, hopes and ambitions.-briefly give reasons and explanations for opinions and plans. | -interact with a degree of fluency and spontaneity that makes regular interaction with native speakers without strain for either party.-make a clear and detailed presentation on a wide range of subjects.-give opinions on topical issues and explain the advantages and disadvantages of various options. |
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