A Contextualized Approach to Describing Oral Proficiency  

Oleh:

Chalhoub-Deville, Micheline

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 45 no. 2 (Jun. 1995), page 251-281.
Fulltext: 45_02_Chalhoub-Deville.pdf (1.45MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/45 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Although both raters and elicitation tasks are principal factors influencing the study of learners' second language (L2) oral proficiency, the effect of each has always been investigated separately; consequently, any possible relationship between them remains unexplored. In investigating the L2 oral proficiency construct, the present study incorporated a variety of tasks and diverse rater groups. The tasks encompassed an interview, a narration, and a read-aloud. The rater groups, all native speakers of Arabic, included 15 teachers in the U.S., and 36 nonteaching raters living in Lebanon. Using multidimensional scaling analyses, I derived dimensions underlying raters' holistic ratings of 6 learners' L2 oral proficiency on each of the three tasks. In addition, I specified the salience of the derived tasks dimensions for each of the three rater groups. The results show that the nature of the L2 oral construct is not constant. Different weighted dimensions emerged when investigating the various tasks and rater groups. I concluded that proficiency researchers should not employ generic dimensions; dimensions should be empirically derived according to the specific elicitation task and audience.

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