By
Mayra Yaranga
A typical situation in language lessons
involves speaking activities, such as dialogues or monologues. The students
finish the activity and the teacher gives marks. Unfortunately, it seems all
too common that the marks are based on the students’ accuracy in grammar and
perhaps propriety in pronunciation. This situation is echoed on students’
attitudes: if they notice that they make a number of grammar mistakes, they typically
self-rate their speaking skills as ‘terrible.’
Assessing speaking skills should go beyond checking for grammar and
pronunciation accuracy. In fact, I would like to argue that the most important
element is often neglected: content. While language system use is relatively
easy to observe and errors can be spotted without much effort, focusing on how
students develop, support their ideas and use language functions in a way
relevant to the task requires a great deal of effort and attention from teachers
throughout the entire activity. The complexity involved is evidenced in the
very detailed criteria used to assess speaking skills in English language
examinations, which include assessing content. If teachers become familiar with
such criteria, they should be able to assess their students more fairly and
more comprehensively.
Students also need to know what is expected of them in speaking
activities. This involves debunking some of the popular myths they hold about
language learning. For instance, they need to understand that good
pronunciation does not involve imitating a foreign accent, but producing sounds
and utterances comprehensible enough for effective communication. They also
need to understand that grammar mistakes occur, but could be overlooked to some
degree if the message is effectively conveyed.
Finally, I believe that no speaking activity is fully developed if there
is no feedback given at the end. For example, if students are asked to have dialogues
in pairs to be later performed in front of the class, they need to be given
feedback that goes beyond grammar and lexis, but focuses on the content of the
conversation, how natural the interaction was, if body language was culturally
appropriate, among other aspects. If students are aware of the criteria to be
used in their assessment and the teacher provides feedback on such aspects, the
activity cycle can be said to have ended successfully.
What do YOU think?
Which criteria do you use to assess your students’ speaking skills?
Biodata
Mayra Yaranga (1985) has completed Doctorate studies in Education
at UNIFÉ;Master’s Degree in Media, Culture and Identity from Roehampton University
(London) revalidated by PUCP, a Bachelor’s Degree in Education - UPCH and
the Professional Title of Licenciada - IPNM. Currently she works as IELTS
trainer, Cambridge Oral Examiner and Member of the Research Area for Universidad
del Pacifico Language Centre. She is also ESP coordinator and Pre-University
Centre Director at UNIFÉ.
