Oral Communication Ability Research Articles

Listening Comprehension Test Focusing on Oral Communication Ability : Effects of the Testing Conditions on the Test Results

Due to the revisions of the guidelines of the course of study to improve communicative competence in foreign language learning in junior and senior high schools, development of listening comprehension tests focusing on oral communication abilities is needed. In 1995, we developed two trial listening comprehension tests focusing on oral communication and collected the test data from 758 high school students. After the analysis of the trial tests, we made some adjustments and designed a final test in which a marking-sheet system was adopted for grading. By comparing the results of our final test, which was administered to 800 high school students in 1996, with those of two trial tests, we can examine how the change of the testing conditions affected the test results of high school students. In this paper, the following conditions are discussed: 1) How often should the test takers listen to the monologues and dialogues on tape?-- once or twice?; 2) How should they answer the questions?-- in a written form or by a marking-sheet system?; 3) How do the changes in the dialogues affect the results of the test?, and 4) How do the adjustments of time for marking answers and reading directions affect the results of the test? According to our analysis, we find that the following conditions are important for designing a listening comprehension test: 1) It is desirable to have the students listen to the monologues and dialogues on tape only one time if they are provided with some visual aids. 2) There are no significant differences in the Discrimination Indexes between questions needing written answers and questions scored by a marking-sheet system. 3) A small change in the dialogue had a noticeable effect on the test results. Moreover, dialogues used must be realistic and interactive. 4) Adequate time for marking answers is needed most. This may suggest that Japanese high school students are weak in responding spontaneously.

Skills Versus Apprehension: Empirical Euidence on Oral Communication

Regardless of their oral communication ability, students must be willing to use their communication skills to be successful in business professions. A pro gram of study that addresses communication skills may not satisfactorily address the apprehension students may feel about communicating. In this study we administered the Personal Report of Communication Appreliension (PRCA) to 84 accounting seniors at an institution whose curriculum requires significant communication skills training and practice. We conclude that busi ness educators must pay special attention to communication apprehension separate from, and in addition to, communication skills.

Listening Conversational Cloze Tests and Oral Communication Ability

Listening Conversational Cloze Tests and Oral Communication Ability

Use of Augmentative/Alternative Communication in Patients with Amyotrophic Lateral Sclerosis

Amyotrophic lateral sclerosis (ALS) is often associated with oropharyngeal weakness, which impairs oral communication. Augmentative/alternative communication (AAC) is sometimes used to compensate for this deficit. We reviewed our experience in providing AAC services to individuals with ALS in order to identify characteristics that might predict successful outcomes. Medical records of twenty-four patients with ALS who completed AAC evaluations were reviewed. A difference was noted between users and nonusers of AAC devices when combined scales measuring oral communication and total functional abilities were utilized. Highly motivated patients with specific communication goals are most likely to benefit from AAC services. Prospective studies, including technology acceptance, are needed to identify the ALS patients who will successfully use AAC systems. Key Words: Amyotrophic lateral sclerosis—Augmenta— tive/alternative communication.

A national survey of assessment trends in communication departments

Results of the survey presented in this article, concerned with how departments of communication were responding to assessment mandates, indicated that most colleges and universities consider the development of oral communication abilities a goal of their general education programs, and that this goal is most frequently operationalized as a required course for students. Course evaluations were the most common source of information on the effectiveness of requirements and programs of study. Faculty seemed more involved in the assessment process at the departmental level than at the school‐wide level. The article concludes with recommendations for better assessment of student outcomes.

Criticizing student speeches: Philosophy and principles

In order to make the kinds of oral criticism which improve students' oral communication ability the speech teacher should be guided by a supportable philosophy of the oral communication process and pedagogically sound principles of criticism.

A FACTOR ANALYSIS OF ORAL COMMUNICATION SKILLS IN OLDER CHILDREN.

The investigation reported here was concerned with the application of the factor analytic method to identify the factors which define oral communication abilities in older children. A study population of 143 preadolescent subjects was evaluated on 40 speech and language measures by classroom teachers and by speech specialists. An intercorrelation matrix of the 40 measures was computed and submitted to a factor analysis by means of the principal axes method. Seven factors were extracted which represent the human abilities underlying the dimensions of speech and language behavior studied. The factors were identified as follows: Factor 1—General Speaking Ability as Assessed by Speech Specialists; Factor 2—Motor Skill in Speaking; Factor 3—Speech Dominance; Factor 4—Non-distracting Speech Behavior; Factor 5—Voice Quality; Factor 6— Language Maturity; and Factor 7—General Speaking Ability as Assessed by Teachers.