The Development and Validation of a Simulated Oral Proficiency Interview

Abstract

nation of the Proficiency Guidelines of the American Council on the Teaching of Foreign Languages (ACTFL) (1; 2), proficiency instruction and testing have become household words in foreign language education. The Guidelines, originally developed in 1982, were the subject of over 400 articles in professional journals by 1988 (8; 18) and represent the efforts of ACTFL, with assistance from the Educational Testing Service (ETS) and Federal Interagency Language Roundtable (FILR) (9). As a method of assessing global speaking proficiency, the oral proficiency interview (OPI) has also been widely disseminated. During the 1980s, ACTFL trained approximately 2000 oral proficiency interviewers and raters in Spanish, French, German, and Russian. This article reports on an alternative method to the face-to-face procedure employed by the OPI for eliciting speech samples that may be rated according to the ACTFL Proficiency Guidelines. While many professionals in the commonly taught languages were being trained in the OPI procedures, it became clear to staff at the Center for Applied Linguistics (CAL) that in the less commonly taught languages problems of manpower and economics would limit the accessibility of the benefits of comprehensive oral proficiency testing offered by the OPI. Thus CAL sought to explore the use of a tapemediated procedure for assessing oral proficiency. At the same time, CAL was anxious to ensure that the ACTFLIFILR Proficiency Guidelines would be used as the scoring scale for the new procedure. In other words, the new tapemediated procedure would have to collect examinee speech samples containing the necessary breadth to be rated on the ACTFL scale. Through its research and development projects, CAL has developed what has come to be called the simulated oral proficiency interview (SOPI) to achieve these ends (13). The SOPI is distinguished from earlier tapemediated assessments of speaking ability, such as the Recorded Oral Proficiency Exam (ROPE) (10) or the Test of Spoken English (TSE) (6), by its combination of each of these three characteristics: 1) in format it is similar to the OPI, beginning with a warm-up and using a variety of speaking tasks at different levels on the ACTFL scale to probe speaking proficiency; 2) it uses both aural and visual stimuli to elicit the