Marisol Leal Prado

Imitative: is the ability to simply parrot back

(imitative) a word or phrase or possibly a sentence. language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological relationships (such as prosodic elements, intonation, stress, rhythm, juncture).

Intensive: is the production of short stretches of oral

Responsive: responsive assessment tasks include

interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.

 Interactive: (interaction) this can take 2 forms

of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships.
Extensive: (monologue) extensive oral

production tasks include speeches, oral presentations, and story telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether.

 We already know that microskills refer to

producing the smaller chunks of language such as: phonemes, morphemes, words, collocations and phrasal units. And macroskills imply the speakers focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication and strategic options.

Microskills
Produce differences among English phonemes and allophonic variants. Produce chunks of language of different lengths.

Macroskills
Appropriately accomplish communicative functions according to situations, participants, and goals. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules.

Produce English stress patterns, words unstressed and unstressed positions, rhythmic structure, and intonation contours.

Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.
Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.

Produce reduced forms of words and phrases.

 Phone pass Tests: elicits computer-assisted oral

production over a telephone. Test-takers read aloud, repeat sentences, say words, and answer questions. With a downloadable test sheet as a reference, testtakers are directed to a telephone a designated number and listen for directions. The test has 5 sections:
Part A
Test-takers read aloud selected sentences from among those printed on the test.

Part B
Test-takers repeat sentences dictated over the phone.

Part C
Test-takers answer questions with a single word or a short phrase of 2 or 3 words.

Part D
Test-takers hear 3 word groups in random order and must link them in a correctly ordered sentence.

Part E
Test-takers have 30 seconds to talk about their opinion about some topic that is dictated over the phone.

 Direct response Tasks: This tasks are mechanical

and non communicative, the administrator elicits a particular grammatical form or transformation of a sentence. Examples:
Read-aloud Tasks: Includes reading beyond the

sentence level up to a paragraph or two. The scoring is relatively easy because all the test-taker`s oral production is controlled. The scoring is by a 4-point scale for pronunciation and for fluency.

 Sentence/dialogue completion tasks and oral

questionnaires: Test-takers are first given time to read through the dialogue to get its gist and to think about appropriate lines to fill in. Then as the tape, or test administrator produces one part orally, the testtaker responds.
Picture cued tasks

Translation of limited stretches of discourse

 Question and answer

Giving instructions and directions

Paraphrasing