Тиллар ўҚитиш методикаси ва таълим технологиялари

Assessment of language performance in English Assessment of language subskills
Assessing of listening
The goal of assessment is revealing the level of listening proficiency, i.e. reception and comprehension of the oral speech/audio-text.
In domestic methodology four levels of comprehension are singled out:
1)the level o f fragmental comprehension;
2) the level o f general comprehension;
3)the level o f details comprehension;
4) the level o f critical comprehension.
It is accepted that the first level gives evidence that the students’ listening comprehension skills are not full because they comprehend only some fragments. So, we deal with the following three levels of comprehension, where the fragmental level of comprehension can be defined as assessment.
Testing of listening comprehension may involve macro- and micro-skills:
Macro-skills: listening for specific information (details, facts); listening for understanding the gist (the main idea of the text); following directions; following instructions;
Micro-skills: interpretation of intonation patterns (e.g. recognition of impolite tone, or irony); recognition of functions (e.g. request, command, advice, etc.)
For testing (exams) the text should replicate those (what?) used in everyday life, taking into account the students’ age and level of English. Teachers can use: radio news, weather forecast, short stories, dialogues, announcements, monologues, instructions,
directions, etc.
Assessing of speaking
An assessment of spoken proficiency is carried out within production and interaction aspects, given or chosen themes, dialogue or monologue, prepared or spontaneous talk. Speaking is in a close interrelation with listening, because one of the communicants is a speaker-producer of the verbal/oral speech, the second one is a listener-receptor.
Among the macro-skills of language, it has been widely recognized that speaking in EL is the most difficult language skill to assess.
Assessment of spoken speech is shaped as the use of activities undertaken to acquire and streamline the data about students’ speaking outcomes during and after teaching / learning activities.
Assessment of speaking performance can be organized through different speaking activities such as discussions, problem-solving, role- plays, conversations, story-telling, and so on.