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Marisol Leal Prado

juncture). rhythm. language designed to demonstrate competence in a narrow band of grammatical. and the like.  Intensive: is the production of short stretches of oral  Responsive: responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations. standard greetings and small talk. intonation. stress. phrasal. simple requests and comments. . lexical or phonological relationships (such as prosodic elements. Imitative: is the ability to simply parrot back (imitative) a word or phrase or possibly a sentence.

or interpersonal exchanges. which have the purpose of maintaining social relationships. and story –telling. during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether. . Interactive: (interaction) this can take 2 forms of transactional language.  Extensive: (monologue) extensive oral production tasks include speeches. which has the purpose of exchanging specific information. oral presentations.

 We already know that microskills refer to producing the smaller chunks of language such as: phonemes.  And macroskills imply the speaker´s focus on the larger elements: fluency. morphemes. . collocations and phrasal units. nonverbal communication and strategic options. style. discourse. cohesion. words. function.

body language. . implicature. registers. Produce chunks of language of different lengths. redundancies. rhythmic structure. participants. pragmatic conventions. Convey links and connections between events and communicate such relations as focal and peripheral ideas. and other nonverbal cues along with verbal language. words unstressed and unstressed positions. and intonation contours.Microskills Produce differences among English phonemes and allophonic variants. Macroskills Appropriately accomplish communicative functions according to situations. new information and given information. Use appropriate styles. and goals. generalization and exemplification. Produce English stress patterns. conversation rules. events and feelings. Convey facial features. Produce reduced forms of words and phrases. kinesics.

Test-takers read aloud. repeat sentences. say words. . testtakers are directed to a telephone a designated number and listen for directions. Part D Test-takers hear 3 word groups in random order and must link them in a correctly ordered sentence. The test has 5 sections: Part A Test-takers read aloud selected sentences from among those printed on the test. Part C Test-takers answer questions with a single word or a short phrase of 2 or 3 words. Part E Test-takers have 30 seconds to talk about their opinion about some topic that is dictated over the phone. Part B Test-takers repeat sentences dictated over the phone. Phone pass Tests: elicits computer-assisted oral production over a telephone. With a downloadable test sheet as a reference. and answer questions.

 Direct response Tasks: This tasks are mechanical and non communicative. Examples:  Read-aloud Tasks: Includes reading beyond the sentence level up to a paragraph or two. . The scoring is relatively easy because all the test-taker`s oral production is controlled.  The scoring is by a 4-point scale for pronunciation and for fluency. the administrator elicits a particular grammatical form or transformation of a sentence.

 Sentence/dialogue completion tasks and oral questionnaires: Test-takers are first given time to read through the dialogue to get its gist and to think about appropriate lines to fill in. the testtaker responds.  Picture cued tasks  Translation of limited stretches of discourse . Then as the tape. or test administrator produces one part orally.

 Question and answer  Giving instructions and directions  Paraphrasing .