Prediction of global ratings of fluency and delivery in narrative discourse by linguistic and phonetic measures -oral performances of students aged 11-12 years  

Oleh:

Gelderen, Amos van

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Testing (Full Text & ada di PROQUEST dari th 1998 - terbaru) vol. 11 no. 3 (Nov. 1994), page 1-30.
Fulltext: 291.pdf (1.69MB)

Isi artikel

A rating scheme was developed for the evaluation of performances of students at the end of primary education on oral communication tasks. The scheme consists of four dimensions representing the main functions speakers must fulfil in order to be perceived as communicatively effective, viz., reference (representation of meaning), delivery (appropriate means for expression and appeal), fluency (smoothness, controlledness and continuity of discourse) and intelligibility (decodability of utterances and sentence patterns). This article reports on a validation study that aimed at establishing the distinctive meanings of ratings of delivery and fluency given by a jury of three trained raters. A hundred performances of students completing a story in front of a classmate were rated by the jury using the rating scheme. The jury ratings for delivery and fluency were then related to several linguistic and phonetic variables (such as lexical reinforcers of register, self-corrections, pause durations and variation of intonation) that were selected to serve as differential predictors. Hypotheses about their predictive value were tested using two samples of 60 texts from the original sample of 100 and by applying a multiple regression design. The results show that there are strong relations between the selected predictors and the jury ratings. Predictors for delivery and fluency appear to have stronger relations with the intended than with the unintended rating dimensions. Not all predictors for fluency contribute significantly to the explanation of fluency ratings. Also in other respects, the prediction of fluency does not fully meet the expectations. Several explorations are carried out which result in a proposal for redefining fluency with a distinction

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