The usage of different types of control in the lesson of Foreign Language

Native-Language Responses: There is an interesting little quiz that can be used with beginners during their first days of instruction. Suppose you were teaching Spanish speakers, and suppose also that you had friends who spoke German, French and Arabic. You could tape random sentences or two-line dialogs of English, intermingled with utterance in these three other languages. After each number on their paper, students could indicate in their native language “English” or “other”. For those just slightly more advanced, you could use true-false questions with the true-false options printed in the native language. Classes with mixed language background could simply circle “T” for true and “F” for false. Depending on how much vocabulary they had acquired, students would respond to questions such as the following:

Horses can fly. T : F

Houses are bigger than people. T : F

Picture clues: Visual of various kinds have long been used to test listening comprehension. Although the technique is not limited to beginning students, it is especially useful with beginners: Students do not need to be literate in their second language in order to be tested. When using a set of three or four related pictures, keep these ideas in mind: There does not have to be a story line relating the pictures to each other. The same set can be used for several questions. You could duplicate them so each student has his own, or you could make a transparency and use an overhead projector to display them to the class. Another possibility is to sketch them on the chalkboard. If students have own, they can circle objects referred to, or you can have them identify pictures by number. The sample set on page 130 can be followed by this listening comprehension question:

“Although their bikes are clean, the two boys are dirty” (Students would select picture number two).

Prepare a map showing local streets and businesses. Next, in colored ink or colored pencil, trace a route on that map. Then prepare instructions which tell your students how to trace that same route on their maps.

Advantages of Limited Response

• 
  This is suitable for persons not able to read and write in the target language.
  
• 
  This involves flexible techniques: Some are interesting to children, and several techniques are useful for young people and adults with intermediate to advanced skills.
  
• 
  The questions are generally quite easy to prepare.
  
• 
  Limited-response items are generally rather objective as well as quick and easy to score.
  

Limitations of Limited Response

• 
  Native-language responses are limited to classes with bilingual teachers and students with the same language background.
  
• 
  Suitable pictures for picture clue items are not always easy to find.
  
• 
  Equipment (such as a Xerox or other copy machine) is usually needed to reproduce drawings for certain task-response and picture-clue items.
  

Multiple-choice appropriate response

There are three guidelines to keep in mind when preparing multiple-choice appropriate-response items to test listening comprehension: Focus on meaning; keep the options simple; and learn to adjust the difficulty of the items.

1. 
   Focus on meaning. When writing multiple-choice appropriate-response items, use vocabulary and grammar that your students already know. The object is to measure only the students’ understanding of a particular sentence or short dialog. Look at the following example (the part in parentheses is heard but not read; the three options are read only):
   

(When Jack leaves, they will hire you, won’t they?)

1. 
   Yes, you will. B. Yes, he is leaving. C. Yes , they will.
   

2. 
   Keep the options simple. Look at the sample that mentioned above again. Notice how simple and brief the three options are. Each one is only about three words long. Students have to keep the stem in their memory; they won’t hear it a second time. Therefore, you use only three options , and you keep these brief so the students won’t become confused. Notice, too, that the options are simpler than the stem. In addition, you can see that the distractors are all grammatically correct; they are simply not suitable for this particular context.
   
3. 
   Learn to adjust the difficulty of the items. We can take items like those illustrated above, and you can make them easier or more difficult. In other words, we can adjust them to match what we have taught our students. Suppose we needed easier questions. We could simplify the stem, and you could make the distractors seem less correct. The result is a much easier question:
   

(Will they help you?)

1. 
   Yes, you will. B. I did. C. Yes, they will.
   

Advantages of Multiple- Choice Appropriate Response

• 
  It is fast and easy to correct.
  
• 
  It can be scored consistently and reliably.
  
• 
  It is an integrative, communicative measure of listening.
  

Limitations of Multiple- Choice Appropriate Response

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  It is more difficult to prepare than tests for beginners.
  
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  Cheating is fairly easy, unless alternate forms are used.
  
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  Since the reading of multiple-choice options is required, students need to be literate in English.
  

Speaking Tests: The testing of speaking is widely regarded as the most challenging of all language exams to prepare, administer, and score. For this reason, many people don’t even try to measure the speaking skill. They simply don’t know where to begin the task of evaluating spoken language. The most purpose is to present the most effective classroom approaches available for measuring oral proficiency. The nature of speaking skill itself is not usually well defined. Understandably then, there is some disagreements on just what criteria to choose in evaluating oral communication. Grammar, vocabulary, and pronunciation are often named as ingredients. But matters such as fluency and appropriateness of expression are usually regarded as equally important. There are given several kinds samples in order to measure and make control on speaking skill.

Limited Response .

1. 
   Directed Response items.
   

1. 
   Write instructions and directed response items that require your students to produce the following sentences.
   

1. 
   She likes you.
   
2. 
   The music is too loud.
   
3. 
   Thanks very much for showing me the way here.
   
4. 
   I wouldn’t do that if I were you.
   
5. 
   It’s quite warm outside today, isn’t it?
   

2. 
   Prepare five directed-request items that require stidents to produce the sentences below.
   

1. 
   When does the game start/
   
2. 
   Where is the nearest drinking fountain?
   
3. 
   Pardon me, can you speak Spanish?
   
4. 
   Could you show me the way to the manager’s office, please?
   
5. 
   I’m very sorry to be late. (I missed the bus).
   

3. 
   Prepare three situational directed-request items, suitable for your students.
   

2. 
   Picture-clue items.
   

1. 
   Find or draw four pictures. Prepare a separate question for each picture; this should be on your student’s level. Plan the questions to avoid one-word responses. Give a sample answer for each question.
   
2. 
   Find or draw a set of pictures that tell a story or incident. Three to five should be enough. Then prepare a question on each frame, to help your students “tell the story.” Include the pictures.
   
3. 
   Prepare or find a map or chart. Write out two questions on this visual; they should be on your students’ level. Include the map or chart with your questions.
   

3. 
   Reading-aloud passage. Select a reading-aloud passage suitable for your students. Include your instructions, and indicate what criteria will be used for grading your students’ performance.
   

2. 
   Guided Techniques.
   

1.