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Assessing the oral proficiency of Ch...

Halleck, Gene Bronstein.

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Assessing the oral proficiency of Chinese speakers of English as a Foreign Language: Holistic rating versus the objective measure of syntactic maturity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing the oral proficiency of Chinese speakers of English as a Foreign Language: Holistic rating versus the objective measure of syntactic maturity./
Author:	Halleck, Gene Bronstein.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
Description:	157 p.
Notes:	Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 8280.
Contained By:	Dissertation Abstracts International52-03A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9117684

Assessing the oral proficiency of Chinese speakers of English as a Foreign Language: Holistic rating versus the objective measure of syntactic maturity.
Halleck, Gene Bronstein.

Assessing the oral proficiency of Chinese speakers of English as a Foreign Language: Holistic rating versus the objective measure of syntactic maturity. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 157 p.

Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 8280.

Thesis (Ph.D.)--The Pennsylvania State University, 1990.

This study was designed to examine the relationship between oral proficiency and syntactic maturity. The analysis involves a comparison of a subjective evaluation of oral proficiency (a holistic rating) and objective measures of syntactic ability (Total Number of Words, Mean T-Unit Length, Mean Error-Free T-Unit Length, and Percent of Error-Free T-Units).Subjects--Topical Terms:

532624
Language arts.

Assessing the oral proficiency of Chinese speakers of English as a Foreign Language: Holistic rating versus the objective measure of syntactic maturity.
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100 1 $a Halleck, Gene Bronstein. $3 3427633
245 1 0 $a Assessing the oral proficiency of Chinese speakers of English as a Foreign Language: Holistic rating versus the objective measure of syntactic maturity.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1990
300 $a 157 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 8280.
500 $a Co-Advisers: Patricia Dunkel; Jeannette Bragger.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1990.
520 $a This study was designed to examine the relationship between oral proficiency and syntactic maturity. The analysis involves a comparison of a subjective evaluation of oral proficiency (a holistic rating) and objective measures of syntactic ability (Total Number of Words, Mean T-Unit Length, Mean Error-Free T-Unit Length, and Percent of Error-Free T-Units).
520 $a Data was collected while the researcher was a faculty member at Nankai University during the academic year of 1986-1987. The American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) was administered to measure the oral proficiency of 107 students of English as a foreign language in Tianjin, China. The design involved a two-way Analysis of Variance (ANOVA) with repeated measures. Since the data represented three different proficiency levels (Superior, Advanced, and Intermediate) and three separate tasks of the interview (Describing/Narrating, Role Playing, and Asking Questions), the design was a 3 x 3 ANOVA with repeated measures on the interview task factor. A separate ANOVA was carried out for each of the measures of syntactic maturity, along with post hoc analyses for the significant effects.
520 $a Results indicate significant main effects for proficiency level and interview task. Since the objective measures relate to the holistic ratings in terms of a linear progression of levels, the empirical data provide some support for the holistic rating system as put forth in the ACTFL Guidelines. Raters' responses on a questionnaire concerning their choice of rating reveal that communicative factors rather than features of discrete-point sentence level grammar were most influential in determining a subject's proficiency level. These data provide further support for the Guidelines and suggest that the concerns of some critics with respect to the Guidelines' failure to mention communicative competence are unwarranted.
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650 4 $a Educational tests & measurements. $3 3168483
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9117684