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21
Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
Nakatsuhara, Fumiyo; Dunlea, Jamie. - : UCLES/Cambridge University Press, 2020
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22
Development of empirically driven checklists for learners’ interactional competence
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23
Validating speaking test rating scales through microanalysis of fluency using PRAAT
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24
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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25
CRELLA: its socio-cognitive approach to validating tests
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26
Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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27
Effects of pre-task planning time on paired oral test performance
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28
Aspects of fluency across assessed levels of speaking proficiency
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29
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
Tavakoli, Parveneh; Awwad, Anas; Nakatsuhara, Fumiyo. - : British Council, 2019
Abstract: This is a peer-reviewed online research report in the British Council Validation Series (https://www.britishcouncil.org/exam/aptis/research/publications/validation). Abstract The current study draws on the findings of Tavakoli, Nakatsuhara and Hunter’s (2017) quantitative study which failed to identify any statistically significant differences between various fluency features in speech produced by B2 and C1 level candidates in the Aptis Speaking test. This study set out to examine whether there were differences between other aspects of the speakers’ performance at these two levels, in terms of lexical and syntactic complexity, accuracy and use of metadiscourse markers, that distinguish the two levels. In order to understand the relationship between fluency and these other aspects of performance, the study employed a mixed-methods approach to analysing the data. The quantitative analysis included descriptive statistics, t-tests and correlational analyses of the various linguistic measures. For the qualitative analysis, we used a discourse analysis approach to examining the pausing behaviour of the speakers in the context the pauses occurred in their speech. The results indicated that the two proficiency levels were statistically different on measures of accuracy (weighted clause ratio) and lexical diversity (TTR and D), with the C1 level producing more accurate and lexically diverse output. The correlation analyses showed speed fluency was correlated positively with weighted clause ratio and negatively with length of clause. Speed fluency was also positively related to lexical diversity, but negatively linked with lexical errors. As for pauses, frequency of end-clause pauses was positively linked with length of AS-units. Mid-clause pauses also positively correlated with lexical diversity and use of discourse markers. Repair fluency correlated positively with length of clause, and negatively with weighted clause ratio. Repair measures were also negatively linked with number of errors per 100 words and metadiscourse marker type. The qualitative analyses suggested that the pauses mainly occurred a) to facilitate access and retrieval of lexical and structural units, b) to reformulate units already produced, and c) to improve communicative effectiveness. A number of speech exerpts are presented to illustrate these examples. It is hoped that the findings of this research offer a better understanding of the construct measured at B2 and C1 levels of the Aptis Speaking test, inform possible refinements of the Aptis Speaking rating scales, and enhance its rater training programme for the two highest levels of the test. ; British Council ; although freely available on the web, copyright is British Council so passing metadata only.
Keyword: Aptis speaking test; English language testing; speaking; X162 Teaching English as a Foreign Language (TEFL)
URL: http://hdl.handle.net/10547/623563
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30
Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
May, Lyn; Nakatsuhara, Fumiyo; Lam, Daniel M. K.. - : SAGE Publications, 2019
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31
Measuring L2 speaking
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32
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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33
Aspects of fluency across assessed levels of speaking proficiency
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34
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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35
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
Nakatsuhara, Fumiyo; Jaiyote, Suwimol; Taylor, Lynda. - : Cambridge University Press, 2018
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36
The discourse of the IELTS Speaking Test : interactional design and practice
Seedhouse, Paul; Nakatsuhara, Fumiyo. - : Cambridge University Press, 2018
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37
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
Nakatsuhara, Fumiyo; Inoue, Chihiro; Berry, Vivien. - : Taylor & Francis, 2017
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38
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
Nakatsuhara, Fumiyo; Inoue, Chihiro; Berry, Vivien. - : The IELTS Partners: British Council, Cambridge English Language Assessment and IDP: IELTS Australia, 2017
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39
Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
Nakatsuhara, Fumiyo; Berry, Vivien; Inoue, Chihiro. - : IELTS Partners, 2017
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40
Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
Nakatsuhara, Fumiyo. - : John Benjamins, 2017
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