Academic literature on the topic 'Monologic speaking test'

ABSTRACTThe objectives of this research were to find out the students’ speaking English ability on specific purpose of learning in academic year 2018/2019. This research focus on the specific material in learning at the second semester students’ of Planology Study Program in academic year 2018/2019This research used a descriptive quantitative research. The total number of population of this research was 50 students. The researcher took the sample by using a purposive sampling. Thus, the total number of sample was 20 students. In data collection, this research used oral monologue test. The researcher used descriptive statistics to analyzed the data that indicated general tendencies in the data (range, mean, and median). Based on the data found that the students got minimum score was 45, maximum score was 82, range score was 37 and mean score 63.75. In this case, the students’ speaking English ability on specific purpose of learning were on the good level. It can be concluded that the students were able to speak English on specific purpose of learning

This study assessed outcomes in stuttering intervention across three service delivery models: direct, hybrid, and telepractice for two 11-year old children who stutter. The goal of the study was to investigate whether short-term goals were maintained through the telepractice sessions. The Stuttering Severity Instrument, Fourth Edition (SSI-4) was administered to each child before and after each intervention period and weekly fluency samples (percentage of stuttered syllables in a monologue) were obtained in each of the 10-week intervention periods. In addition, the Communication Attitudes Test-Revised was used to assess the children’s attitudes toward speaking. Following the telepractice period, parents and children completed a questionnaire concerning the therapy experience via telepractice. Both children continued to improve fluency as measured by the weekly fluency samples. SSI-4 severity ratings improved for one child and remained consistent for the other. These outcomes appear to demonstrate that telepractice is viable for improving and maintaining fluency.

The present study examines the relationship between second language (L2) proficiency and pausing patterns (i.e., pause duration, frequency, and distribution) in the speech of 30 Russian speakers of English performing two oral tasks—a topic narrative and a cartoon description—in Russian and in English. The subjects were divided into two oral English proficiency groups, high and intermediate, on the basis of a standardized test of spoken English. Baseline data were collected from a control group of 20 native English speakers. Statistical analyses were performed to determine: (a) the native norms of pause duration, frequency, and distribution for Russian and English on the two experimental tasks; (b) the effect of the level of L2 proficiency (high and intermediate) on the pausing of Russian speakers in English; and (c) the differences or similarities in pausing exhibited by native English speakers and native Russian speakers (with two different levels of English proficiency) when speaking English. The results of this study indicate that English and Russian informal monologue speech can be characterized as having different pausing conventions, thus suggesting that crosslinguistic differences involve, among many other aspects, contrasts in pausing patterns. Additionally, L2 proficiency was found to affect the pause duration of advanced nonnative speakers in that they were able to adjust the duration of their pauses in English to produce a nativelike pausing norm. It was also found that even highly proficient L2 speakers pause more frequently in their L2 than in their first language (L1). The examination of pause distribution patterns suggests that persons of intermediate to high L2 speaking proficiency make the same number of within-constituent pauses as native speakers. Overall, the findings of this study support the view that adherence to the target language pausing norms may lead to the perception of nonnative speech as more fluent and nativelike. The findings also highlight the importance of exposing L2 students to a richer variety of situations that illustrate native patterns of verbal communication.

The problem-based learning of a foreign language is aimed to develop students’ creativity, increase their motivation, autonomy, experience future profession tasks, and improve cognitive and communicative skills. The purpose of the article is to justify the efficiency of forming communicative skills of intending educators by means of problem-based tasks within the discipline “English for Professional Communication”. The objective of the article is to report about the results of using problem-based tasks in students’ acquisition of course content and in formation of students’ linguistic competence. In order to test the theoretical statements of using problem-based tasks in foreign language acquisition, a diagnostic experimental study was conducted. It was aimed at identifying cognitive-communicative needs and opportunities of students in solving problem tasks. The study included: experimental training, diagnostic tests and questionnaires for students and teachers. As a result, the cognitive and communicative needs and opportunities of students to solve problem tasks were determined; the prospects of application of problem tasks in the development of creative thinking in the process of formation and development of skills of foreign language communication were revealed. The experiment data enable to conclude that regular using of problem-based tasks marked positive impact on formation of students’ linguistic competence. Phonetic, lexical and grammatical skills have improved due to communication with peers and self-control during solving problem tasks. The overall results of the study affirm the enhancement of students’ speaking skills (monologue, dialogue, polylogue skills).