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首页> 外文期刊>Frontiers in Psychology >Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework
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Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework

机译：评估发言熟练程度：基于论证的验证框架中发言评估研究的叙述述评

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摘要

This paper provides a narrative review of empirical research on the assessment of speaking proficiency published in selected journals in the field of language assessment. A total of 104 published articles on speaking assessment were collected and systematically analyzed within an argument-based validation framework (Chapelle et al., 2008 ). We examined how the published research is represented in the six inferences of this framework, the topics that were covered by each article, and the research methods that were employed in collecting the backings to support the assumptions underlying each inference. Our analysis results revealed that: (a) most of the collected articles could be categorized into the three inferences of evaluation, generalization , and explanation ; (b) the topics most frequently explored by speaking assessment researchers included the constructs of speaking ability, rater effects, and factors that affect spoken performance, among others; (c) quantitative methods were more frequently employed to interrogate the inferences of evaluation and generalization whereas qualitative methods were more frequently utilized to investigate the explanation inference. The paper concludes with a discussion of the implications of this study in relation to gaining a more nuanced understanding of task- or domain-specific speaking abilities, understanding speaking assessment in classroom contexts, and strengthening the interfaces between speaking assessment, and teaching and learning practices.
机译：本文为语言评估领域的选定期刊出版的发言熟练程度评估的实证研究提供了叙述述评。在基于参数的验证框架内收集并系统地分析了关于发言评估的104条发表的文章（Chapelle等，2008）。我们审查了发布的研究如何在本框架的六个推论中表示，每篇文章所涵盖的主题以及在收集支持的研究方法中，以支持每个推理底层的假设。我们的分析结果表明：（a）大多数收集的物品可分为评估，概括和解释的三种推论; （b）发言评估研究人员最常探索的主题包括说话能力，患者效应和影响口语表现的因素; （c）更常常使用定量方法以询问评估和泛化的推论，而定性方法更频繁地用于调查解释推理。本文的结论是讨论了这项研究的影响与对特定的任务或领域特定的说话能力进行了更加细致的理解，了解在课堂上下文中发言评估，以及加强口语评估与教学和学习实践之间的界面。

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