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Journal articles on the topic 'Oral proficiency interview'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Stansfield, Charles W., and Dorry Mann Kenyon. "Research on the comparability of the oral proficiency interview and the simulated oral proficiency interview." System 20, no. 3 (August 1992): 347–64. http://dx.doi.org/10.1016/0346-251x(92)90045-5.

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2

Isbell, Dan, and Paula Winke. "ACTFL Oral Proficiency Interview – computer (OPIc)." Language Testing 36, no. 3 (February 19, 2019): 467–77. http://dx.doi.org/10.1177/0265532219828253.

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3

Johnson, Marysia. "Interaction in the oral proficiency interview." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 2 (June 1, 2000): 215–31. http://dx.doi.org/10.1075/prag.10.2.03joh.

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This article reports on the findings of a discourse analysis study whose purpose was to provide answers to the following research question: What kind of speech event is the OPI? Is it more like an everyday, friendly conversation, an interview, or something else?

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4

Ross, Steven, and Richard Berwick. "The Discourse of Accommodation in Oral Proficiency Interviews." Studies in Second Language Acquisition 14, no. 2 (June 1992): 159–76. http://dx.doi.org/10.1017/s0272263100010809.

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Recent critical discussion of the Oral Proficiency Interview has questioned the adequacy and validity of the interview guidelines. The present study considers the role of accommodation in interview discourse and suggests that the extent of interviewer accommodation reveals an overlooked criterion for gauging the authenticity of the interview as simulated conversational interaction. The issue of misplaced accommodation as a threat to both the validity of the interview and the subsequent rating process is also raised, and supplementary criteria for training interviewers and evaluating the interview process are considered.

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5

O'Sullivan, Barry. "Exploring gender and oral proficiency interview performance." System 28, no. 3 (September 2000): 373–86. http://dx.doi.org/10.1016/s0346-251x(00)00018-x.

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6

Chalhoub-Deville, Micheline, and Glenn Fulcher. "The Oral Proficiency Interview: A Research Agenda." Foreign Language Annals 36, no. 4 (December 2003): 498–506. http://dx.doi.org/10.1111/j.1944-9720.2003.tb02139.x.

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7

Henning, Grant. "The ACTFL oral proficiency interview: Validity evidence." System 20, no. 3 (August 1992): 365–72. http://dx.doi.org/10.1016/0346-251x(92)90046-6.

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8

Magnan, Sally Sieloff. "Rater Reliability of the ACTFL Oral Proficiency Interview." Canadian Modern Language Review 43, no. 2 (January 1987): 267–79. http://dx.doi.org/10.3138/cmlr.43.2.267.

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Magnan, Sally Sieloff. "Rater Reliability of the ACTFL Oral Proficiency Interview." Canadian Modern Language Review 43, no. 3 (March 1987): 525–37. http://dx.doi.org/10.3138/cmlr.43.3.525.

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10

강현주. "Research of Interviewers’s Accommodation in Oral Proficiency Interview." Bilingual Research ll, no. 47 (October 2011): 1–22. http://dx.doi.org/10.17296/korbil.2011..47.1.

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11

김종국. "A Study on the interviewer discourse in an oral proficiency interview test." Jungang Journal of English Language and Literature 49, no. 2 (June 2007): 61–81. http://dx.doi.org/10.18853/jjell.2007.49.2.004.

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12

Halleck, Gene B. "BOOK REVIEW: Unsubstantiated Claims About the Oral Proficiency Interview." Language Assessment Quarterly 2, no. 4 (October 2005): 315–19. http://dx.doi.org/10.1207/s15434311laq0204_5.

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13

Kazemi, Ehsan. "The effect of vocabulary size in oral productions on the speaking proficiency of EFL learners." Global Journal of Foreign Language Teaching 7, no. 4 (January 8, 2018): 150–54. http://dx.doi.org/10.18844/gjflt.v7i4.3003.

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This study investigates the effect of using a bigger vocabulary size in oral classroom presentations on the speaking proficiency of students in English as a foreign language. The study was conducted with 30 freshman students doing their listening and speaking course in Semnan University. For the entire course of 12 weeks, the students in the experimental group were asked to present their productions in terms of the vocabulary they employed, which was also the focus of the teacher’s evaluation in each session. At the end of the course, they were interviewed for their proficiency in speaking. The descriptive and inferential calculations were done based on a modified version of an oral proficiency interview scale suggested by Penny Ur. The answers were recorded and their fluency and accuracy were graded. The results suggest that students with a vocabulary-rich production improved their speaking proficiency in English more than other students did. Keywords: Vocabulary size, speaking proficiency, production, fluency, accuracy, interview.

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14

Kenji, Kojima. "Statistical Analysis of the Correlation between JLPT Level and OPI (Oral Proficiency Interview) Level : Based on the JLPT Vocabulary Level Found in Examinees’ Utterances." Japanese Language Association Of Korea 60 (June 30, 2019): 21–33. http://dx.doi.org/10.14817/jlak.2019.60.21.

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15

Salaberry, Rafael. "Revising the revised format of the ACTFL Oral Proficiency Interview." Language Testing 17, no. 3 (July 2000): 289–310. http://dx.doi.org/10.1177/026553220001700301.

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16

Sullivan, JoAnn Hammadou. "Taking Charge: Teacher Candidates' Preparation for the Oral Proficiency Interview." Foreign Language Annals 44, no. 2 (May 4, 2011): 241–57. http://dx.doi.org/10.1111/j.1944-9720.2011.01129.x.

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17

Magnan, Sally Sieloff. "Grammar and the ACTEL Oral Proficiency Interview: Discussion and Data." Modern Language Journal 72, no. 3 (1988): 266. http://dx.doi.org/10.2307/327504.

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18

MAGNAN, SALLY SIELOFF. "Grammar and the ACTFL Oral Proficiency Interview: Discussion and Data." Modern Language Journal 72, no. 3 (September 1988): 266–76. http://dx.doi.org/10.1111/j.1540-4781.1988.tb04187.x.

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19

MEREDITH, R. ALAN. "The Oral Proficiency Interview in Real Life: Sharpening the Scale." Modern Language Journal 74, no. 3 (September 1990): 288–96. http://dx.doi.org/10.1111/j.1540-4781.1990.tb01065.x.

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20

STANSFIELD, CHARLES W., and DORRY MANN KENYON. "The Development and Validation of a Simulated Oral Proficiency Interview." Modern Language Journal 76, no. 2 (June 1992): 129–41. http://dx.doi.org/10.1111/j.1540-4781.1992.tb01093.x.

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21

Salaberry, R. "Revising the revised format of the ACTFL Oral Proficiency Interview." Language Testing 17, no. 3 (July 1, 2000): 289–310. http://dx.doi.org/10.1191/026553200676435691.

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22

Haryanti, Dhena Usthiana, Rohmati Nur Indah, and Sri Wahyuni. "ENHANCING ORAL PROFICIENCY USING THREE STEPS INTERVIEW TECHNIQUE FOR ELEVENTH GRADERS." Journal of Languages and Language Teaching 9, no. 1 (January 25, 2021): 61. http://dx.doi.org/10.33394/jollt.v9i1.3271.

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Enhancing students' abilities and potential is an important thing that every teacher must do gradually. The ability to speak in a foreign language is one of the skills that must be developed, which will benefit students in their learning process. The aim of this study is to enhance students' oral proficiency using Three steps interview technique for eleventh-grade students. Quasi-Experimental research design as a method applied in this study, to determine whether students are learning to use the technique Three Steps Interview has the ability to speak that better than the students who are taught using the technique of group discussion. This research involves two classes divided into an experimental class and a control class with 32 students in each class. Students received special treatment in the experimental class, namely, using the Three Steps Interview technique, while in the control class, the researcher applied the Group Discussion technique. The instrument used in testing students' oral proficiency was using a pretest before implementing learning techniques in each class and doing a posttest after applying learning techniques. The data analysis results showed that p(0.000)< significance level (0.05), which means that Three Steps Interview has significant effect as cooperative learning on oral proficiency, motivation and enthusiasm during the learning process. Thus, students can easily express their ideas and opinions confidently.

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23

Bachman, Lyle F. "Problems in Examining the Validity of the ACTFL Oral Proficiency Interview." Studies in Second Language Acquisition 10, no. 2 (June 1988): 149–64. http://dx.doi.org/10.1017/s0272263100007282.

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The primary problems in measuring speaking ability through an oral interview procedure are not those related to efficiency or reliability, but rather those associated with examining the validity of the interview ratings as measures of ability in speaking and of the uses that are made of such ratings. In order to examine all aspects of validity, the abilities measured must be clearly distinguished from the elicitation procedures, in both the design of the interview and in the interpretation of ratings.Research from applied linguistics and language testing is consistent with the position that language proficiency consists of several distinct but related abilities. Research from language testing also indicates that the methods used to measure language ability have an important effect on test performance. Two frameworks—one of communicative language ability and the other of test method facets—are proposed as a basis for distinguishing abilities from elicitation procedures and for informing a program of empirical research and development.The validity of the ACTFL Oral Proficiency Interview (OPI) as it is currently designed and used cannot be adequately examined, much less demonstrated, because it confounds abilities with elicitation procedures in its design, and it provides only a single rating, which has no basis in either theory or research. As test developer, ACTFL has yet to fully discharge its responsibility for providing sufficient evidence of validity to support uses that are made of OPI ratings.

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24

Gao, Yan, and Yaxin Wu. "Laughter as Responses to Different Actions in L2 Oral Proficiency Interview." Open Journal of Modern Linguistics 08, no. 06 (2018): 199–220. http://dx.doi.org/10.4236/ojml.2018.86018.

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25

Malone, Margaret E. "Research on the Oral Proficiency Interview: Analysis, Synthesis, and Future Directions." Foreign Language Annals 36, no. 4 (December 2003): 491–97. http://dx.doi.org/10.1111/j.1944-9720.2003.tb02138.x.

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26

Bowden, Harriet Wood. "ASSESSING SECOND-LANGUAGE ORAL PROFICIENCY FOR RESEARCH." Studies in Second Language Acquisition 38, no. 4 (January 19, 2016): 647–75. http://dx.doi.org/10.1017/s0272263115000443.

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Proficiency is a key variable in late second language (L2) learning, but one that is undermeasured in current research. This study investigates whether L2 oral proficiency can be quickly and reliably assessed via the Spanish “elicited imitation task” (EIT; Ortega, Iwashita, Rabie, & Norris, 1999). Thirty-seven L2 learners of Spanish with varied L2 experience (from low to very advanced) were tested. The EIT’s external validity was assessed via correlation with the simulated oral proficiency interview. Further analyses examined the EIT’s internal reliability, discriminatory power, and usefulness in identifying subgroups (clusters) of learners within the sample. Results strongly support the utility of the Spanish EIT for measurement of oral proficiency in SLA research. Moreover, the availability of parallel EITs in other languages promises to facilitate comparisons across studies. Thus, more precise measurement and analysis of proficiency in SLA research is called for via standardized measurements including the EIT.

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27

Turner, Jean. "Assessing Speaking." Annual Review of Applied Linguistics 18 (March 1998): 192–207. http://dx.doi.org/10.1017/s0267190500003548.

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The publication of the ACTFL (American Council on the Teaching of Foreign Languages) Guidelines (1986) and the creation and popularization of the ACTFL Oral Proficiency Interview (ACTFL-OPI) have had a profound effect on foreign and second language instruction and assessment, drawing attention to language students' abilities to use language in performing particular functions and tasks rather than to what they have learned about language. The growing interest in communicative language teaching, with its emphasis on meaningful interaction in the language as opposed to knowledge of linguistic rules, has complemented interest in the ACTFL Guidelines' descriptions of functional language ability and the interview-format oral proficiency interview.

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28

Jochum, Christopher J. "Measuring the Effects of a Semester Abroad on Students’ Oral Proficiency Gains: A Comparison of At Home and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 24, no. 1 (August 15, 2014): 93–104. http://dx.doi.org/10.36366/frontiers.v24i1.338.

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This study investigates oral proficiency gains among study-abroad (SA) and at-home (AH) students over the course of one semester. Using the Oral Proficiency Interview by Computer (OPIc), students (N=18) were assessed before and after studying Spanish either on-campus or abroad. Findings revealed that while both groups’ mean proficiency scores improved, the SA group showed significant pre-post improvement. The percentage of students who improved at least one proficiency level was 44% for the AH group and 89% among SA participants, whose minimum post-test level was Intermediate-Mid. Only two students (SA group), however, reached the Advanced-Low level. Results outline some of the implications and limitations associated with semester-long study abroad and increased oral proficiency and offer suggestions for future research.

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29

Abid, Abid. "INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ PERCEIVED CHALLENGES IN IMPROVING ENGLISH ORAL COMMUNICATION SKILLS." JEELS (Journal of English Education and Linguistics Studies) 5, no. 2 (January 21, 2019): 147–70. http://dx.doi.org/10.30762/jeels.v5i2.716.

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The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semi-structured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.

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30

Liskin-Gasparro, Judith E. "The ACTFL Proficiency Guidelines and the Oral Proficiency Interview: A Brief History and Analysis of Their Survival." Foreign Language Annals 36, no. 4 (December 2003): 483–90. http://dx.doi.org/10.1111/j.1944-9720.2003.tb02137.x.

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31

Loughrin-Sacco, Steven J. "The Reflections and Confessions of an ACTFL Oral Proficiency Interview Workshop Participant." Canadian Modern Language Review 46, no. 4 (May 1990): 706–13. http://dx.doi.org/10.3138/cmlr.46.4.706.

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32

Gao, Yan. "Laughter as Same-Turn Self-Repair Initiation in L2 Oral Proficiency Interview." Open Journal of Social Sciences 08, no. 04 (2020): 479–94. http://dx.doi.org/10.4236/jss.2020.84035.

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33

Mohammad Suleiman, Mohammad Amro, and Mahendran Maniam. "A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 2, no. 1 (November 23, 2019): 16. http://dx.doi.org/10.20527/jetall.v2i1.7372.

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The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.

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34

Martin, Cynthia, Elvira Swender, and Mildred Rivera-Martinez. "Assessing the Oral Proficiency of Heritage Speakers According to the ACTFL Proficiency Guidelines 2012 – Speaking." Heritage Language Journal 10, no. 2 (September 30, 2013): 211–25. http://dx.doi.org/10.46538/hlj.10.2.5.

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The article discusses the preliminary findings of a joint National Heritage Language Resource Center (NHLRC)/American Council on the Teaching of Foreign Languages (ACTFL) project conducted in 2010-11, Exploring Linguistic Profiles of Heritage Speakers of Spanish and Russian, that used the ACTFL Proficiency Guidelines 2012 –Speaking (American Council on the Teaching of Foreign Languages, 2012b) to assess and analyze the oral proficiency of heritage speakers. The discussion of these findings follows a general discussion of what a rating based on an official ACTFL Oral Proficiency Interview (OPI) actually does and does not tell us about speakers, including heritage or native speakers, who fall into various ACTFL rating ranges. The joint NHLRC/ACTFL research project analyzed which features typically characteristic of heritage speakers of Spanish and Russian prevent them from receiving higher ratings on an official ACTFL OPI, and these findings are the focus of this article. Finally, some general recommendations related to instructional implications of these findings are discussed.

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35

Young, Dolly J. "The Relationship between a Communicative Competence Oriented Dictation and ACTFL's Oral Proficiency Interview." Hispania 70, no. 3 (September 1987): 643. http://dx.doi.org/10.2307/343450.

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36

Mikhailova, Julia. "Rethinking Description in the Russian SOPI: Shortcomings of the Simulated Oral Proficiency Interview." Foreign Language Annals 40, no. 4 (December 2007): 584–603. http://dx.doi.org/10.1111/j.1944-9720.2007.tb02882.x.

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37

BACHMAN, LYLE F., and SANDRA J. SAVIGNON. "The Evaluation of Communicative Language Proficiency: A Critique of the ACTFL Oral Interview." Modern Language Journal 70, no. 4 (December 1986): 380–90. http://dx.doi.org/10.1111/j.1540-4781.1986.tb05294.x.

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38

Quaid, Ethan Douglas. "Output Register Parallelism in an Identical Direct and Semi-Direct Speaking Test." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 2 (April 2018): 75–91. http://dx.doi.org/10.4018/ijcallt.2018040105.

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The present trend in developing and using semi-direct speaking tests has been supported by test developers and researchers' claim of their increased practicality, higher reliability and concurrent validity with test scores in direct oral proficiency interviews. However, it is universally agreed within the language testing and assessment community that interchangeability must be investigated from multiple perspectives. This study compared test taker output from a computer-based Aptis General speaking test and a purposively developed identical face-to-face direct oral proficiency interview using a counterbalanced research design. Within subject analyses of salient output features identified in prior related research were completed. Results showed that test taker output in the computer-based test was less contextualised, with minimally higher lexical density and syntactic complexity. Given these findings, the indicated slight register shift in output may be viewed as non-consequential, or even as advantageous, for semi-direct speaking tests.

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39

Cox, Jessica G., Ashley LaBoda, and Najee Mendes. "“I'm gonna Spanglish it on you”: Self-reported vs. oral production of Spanish–English codeswitching." Bilingualism: Language and Cognition 23, no. 2 (March 4, 2019): 446–58. http://dx.doi.org/10.1017/s1366728919000129.

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AbstractMuch bilingualism research includes some consideration of codeswitching, which may be measured via self-report, an experimental task, or sociolinguistic interview; however, there is little triangulation across measures in either psycholinguistic or sociolinguistic approaches. To consider possible differences between self-report and oral production of codeswitching, Spanish–English bilinguals completed a codeswitching questionnaire and oral production in an autobiographical memory task. They also completed proficiency and executive function tests. We found that broad measures of self-reported and orally produced codeswitches were positively correlated, although relationships with proficiency and executive function were more complex. These findings may direct future studies’ operationalization of codeswitching.

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40

AMITI, Flora. "The Importance of Oral Language Proficiency in EFL Online Teaching Setting." PRIZREN SOCIAL SCIENCE JOURNAL 4, no. 2 (August 31, 2020): 103–8. http://dx.doi.org/10.32936/pssj.v4i2.173.

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English language, as an international language has been used in North Macedonia as a foreign language in schools for a considerable amount of time now. English teachers have tried to convey new ways of teaching this language, furthermore adapting to the main four skills in a meticulous manner. However recently, all of the teachers, were confronted with a worldwide pandemic situation which shaped a different scenario of teaching. A different mechanism that all of the teachers are getting used to, which is online education. The purpose of this study is to analyze how effective was teaching English online for the pupils oral proficiency, whilst communication in English language was limited. Videoconferencing and converting lessons into videos and send them as documented evidence, were two of the main tools mostly used from teachers in schools in Gostivar. The methodology used for this research was qualitative, and it uses two instruments, an observation, and an interview. The overall study results show that, even though pupils showed improvement in EFL (English as a foreign language) oral proficiency, since the materials used to lecture online where persuasive; some students also had difficulties learning autonomously, without depending on the teachers help. Furthermore, according to the interview responses, the appropriate and detailed lesson planning, helps in combining activities which would emphasize speaking more in online teaching classes.

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41

II, John F. Lalande, Jürgen Schweckendiek, and Jurgen Schweckendiek. "Zertifikat Deutsch als Fremdsprache and the Oral Proficiency Interview: A Comparison of Test Scores." Die Unterrichtspraxis / Teaching German 19, no. 1 (1986): 16. http://dx.doi.org/10.2307/3530858.

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42

Kissau, Scott. "The Impact of the Oral Proficiency Interview on One Foreign Language Teacher Education Program." Foreign Language Annals 47, no. 3 (August 11, 2014): 527–45. http://dx.doi.org/10.1111/flan.12092.

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43

Halleck, Gene B. "The Oral Proficiency Interview: Discrete Point Test or a Measure of Communicative Language Ability?" Foreign Language Annals 25, no. 3 (May 1992): 227–31. http://dx.doi.org/10.1111/j.1944-9720.1992.tb00532.x.

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44

Stam, Gale. "Gesture as a window onto conceptualization in multiple tasks: Implications for second language teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 289–314. http://dx.doi.org/10.1515/gcla-2016-0017.

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Abstract This paper demonstrates that it is necessary to look at learners’ gestures and speech to have a complete picture of their conceptualizations in their L2. It argues that context and task affect learners’ speech and gesture and need to be considered in SLA. A comparison of the speech and gesture of an L2 learner in two tasks (an oral proficiency interview and a narration task) over a fourteen-year period of time shows that fewer gestures per clause and primarily metaphoric gestures were produced in the oral proficiency task and more gestures per clause and primarily iconic gestures were produced in the narration. Implications for second language teaching are discussed.

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45

Mohd Fadzil, Izzuddin, and Nur Ehsan Mohd Said. "Exploring ESL Teachers’ Insights on Corrective Oral Feedback in a Malaysian Secondary Education Context." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 9 (September 10, 2021): 504–12. http://dx.doi.org/10.47405/mjssh.v6i9.993.

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Feedback is one of the most significant elements in the process of teaching and learning. It serves as a tool to enhance students’ second language proficiency. Thus, the purpose of this study is to investigate how oral feedback is viewed and how it has been maneuvered to assist second language learner’s linguistic competence from the viewpoint of English teachers. Teachers’ perception of feedback is very important because it will determine the amount of feedback used in the process of teaching and learning. This is a qualitative study employing case study research design. It was conducted to 10 English language teachers from secondary schools in Malaysia The instrument used in this study was a semi-structured interview. Data collected from the interview were analyzed using thematic analysis. Several themes have been found during data analysis such as feedback as tool for motivation, oral feedback and learning from mistakes, students’ acceptance of teachers’ oral feedback and feedback as a medium to develop language proficiency. The result indicated that English teachers in Malaysia generally showed positive perception of oral feedback. Furthermore, teachers also reported to have noticed improvement in students’ language competence by listening to teachers’ feedback. Therefore, appropriate measure should be taken to ensure that teachers can provide effective oral feedback during teaching and learning.

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46

AZIZ, JASMINE R., and ELENA NICOLADIS. "“My French is rusty”: Proficiency and bilingual gesture use in a majority English community." Bilingualism: Language and Cognition 22, no. 04 (June 18, 2018): 826–35. http://dx.doi.org/10.1017/s1366728918000639.

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Gestures serve many functions, including aiding language access and message construction, particularly in spatial tasks. Some researchers have argued that gesture frequency is linked to proficiency in bilinguals, although results have been inconsistent. We tested Nicoladis’ (2007) proposal that bilinguals’ proficiency interacts with task: namely, more spatial tasks elicit greater proficiency effects. French–English bilinguals completed a cartoon-retell task (high spatial) and an interview task (low spatial) in both languages. We measured bilingual proficiency categorically by first language (L1) and continuously by assessing receptive vocabulary, oral fluency, and word types. Participants gestured more in the cartoon-retell task, but there were minimal proficiency effects and no interactions between proficiency and task. Interestingly, only participants with English as their L1 gestured more in their second language (L2), potentially due to ‘rustiness’, or lexical access difficulties in French from low usage in the majority English community.

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47

Hamm, Christiane. "The ACTFL Oral Proficiency Interview in a Canadian Context: The French Speaking Proficiency of Two Groups of Ontario High-School Graduates." Foreign Language Annals 21, no. 6 (December 1988): 561–67. http://dx.doi.org/10.1111/j.1944-9720.1988.tb01106.x.

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48

Rubis, Novalyn M., and Remart Dumlao. "Interference of Compensatory Strategies in Oral Production of English Language Student in an ESL Classroom: Does Compensatory Strategy Play a Role in Academic Performance?" JET (Journal of English Teaching) 4, no. 3 (November 22, 2018): 156. http://dx.doi.org/10.33541/jet.v4i3.853.

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Abstract:

The study aims to identify the compensatory strategies predominantly used by fifty-four ESL High school student, its relation to language proficiency level in terms of accuracy, fluency, and comprehensibility and to its role in academic performance of the participants. Two oral task namely oral interview and pictured-cued narration were used as primary source of data. The picture-cued narration was applied to determine the oral language proficiency level and compensatory strategies of the participants. Finding shows the eight compensatory strategies were employed in their production, namely, switching to mother tongue, getting help, using mime, selecting the topic, adjusting the message, coining words, avoiding communication partially and totally, and using circumlocution or synonyms. It was also found out that switching to mother tongue was predominantly employed in their oral production. There is, however, negative relationship between compensatory strategies used and academic performance of ESL learners. Pedagogical implications are discussed discussed in the paper. Keywords: communicative competence, compensatory strategies, language classroom, oral production

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49

Schwalm, David E. "Degree of Difficulty in Basic Writing Courses: Insights from the Oral Proficiency Interview Testing Program." College English 47, no. 6 (October 1985): 629. http://dx.doi.org/10.2307/377165.

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50

Watanabe, Suwako. "Concurrent Validity and Application of the ACTFL Oral Proficiency Interview in a Japanese Language Program." Journal of the Association of Teachers of Japanese 32, no. 1 (April 1998): 22. http://dx.doi.org/10.2307/489598.

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