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The test combines tape recordings and pictorial stimuli to assess concrete nouns, abstract vocabulary, pronunciation quality, syntactic pattern control, and spoken fluency. Reliability and validity questions are addressed, practical administration issues are raised, and earlier aural-oral testing approaches are reviewed to situate the 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validity?",{"text":121,"@type":113},"Because judging how well someone speaks French requires hearer judgments that are inevitably subjective, the work focuses on structuring scoring to improve consistency while evaluating reliability and 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DATE  \nNOTE  \n10p.;Reprint from The French Review,v34 n5p470-479 Apr 1961  \nEDRS PRICE  \nEDRS Price MF-$0.25 HC-$0.60  \nDESCRIPTORS  \n*Audiolingual Skills,*French,Language Fluency,*Language Proficiency,*Language Tests,PictorialStimuli,Pronunciation,Speaking,Syntax,TapeRecordings,*Test Construction,Test Reliability,Test Validity,Vocabulary  \n# ABSTRACT\n\nAn attem pt to test students objectively in afive-part,French,speaking proficiency test is described and  \ndiscussed.Concrete nouns,abstract words,pronunciation,syntax,andfluency are tested with a combination of tape and picture stimuli.Reliability,validity,and practical questions are raised;anaprevious aural-oral testing procedures are reviewed.(AF)  \nR  \nReprinted from THE FENCH REVLwVol.XXXIV,No.5,April,1961  \n# A French Speaking Proficiency Test\n\n3D035322  \nction  \nIntrod  \n000 757  \nL  \nERiC  \n# TMIS DOCUMENT HAS BEEM此PRODUCED EXACLYAS RECEIVED FROM THEPERSOW OR OR6ANIZATIOW ORN6INATIK6 IT.POMTS OF VIEW OR OPINIOMSSTATED DO MOT MECESSAMLY REPRESENT OFFICIAL OFFICE OF EDJCATIONPOSITIOW OR POLICY.\n\nby Paul Pimsleur  \n(  \n地  \nAt the present juncture in FL teaching it is hardly necessary to pointout the need for tests of speaking proficiency.Much depends on suchtests.The difference between merely paying lip service to the oral goaland actually achieving it resides in making clear to the students thattheir marks will depend in considerable measure upon their perform-ance in speaking the foreign language.This performance may be checkedat various intervals and in various ways,ranging from an informalteacher quiz to a standardized test.This article reports on a standard-ized test which attemps to go as far as possible in the direction ofcomplete objectivity.  \nThe.effort to test speaking ability entirely objectively is doomed tofall short of complete success,for an evaluation of how well a personspeaks French requires judgments on the part of a hearer.These arenecessarily subjective.Yet the attempt to structure these judgments soas to make them similar from judge to judge will be useful and in.structive;it should give us not only a new test,but a clearer idea ofwhat we mean we say someone can“speak French.”  \nIt is a simple matter to review past efforts in this area.As of 1953,Furness,reviewing aural-oral tests in Spanish(MLJ),reports that notest of either aural or oral proficiency had given serious evidence ofvalidity and reliability.The same can be said for French.This is notto say that there were not worthy attempts made,but the author of atest is obliged to present evidence on validity and reliability in orderto be convincing,and this had not been done in the case of any audio-lingual tests.In aural testing this situation has been altered somewhatin recent years(e.g.Brooks,French Listening Comprehension Test,Carroll-Ho Chi-Min.Pimsleur,Pictorial Auditory Comprehension Test).As for oral testing,little has been done.Kaulfers reported an attemptat objective testing of oral proficiency as long ago as 1944(MLJ).How-ever,his test bore on the general capacity to speak the French language,rather than on the semester by semester learning which takes place inthe schools.Consequently it is more valid for measuring,for example,  \n# /\n\n## SPEAKING PROFICIENCY\n\na diplomat's ability to converse in French than as a measure of whetheror not students have mastered certain clements of the language at theend of a particular semester.The attempt by Stabb(MLJ,1955)dealswith school achievement,but the scoring involves sufficient subjectivityso that the test cannot be widely used and scored by untrained judges,nor can it be administered en masse to large groups of students in alimited time.No test now exists which meets the criteria of validity,reliability,ease of administration,and objectivity of scoring.  \n## B.The French.Speaking ","cbCaipvQhD6Nv4Ea","https://ap.wps.com/l/cbCaipvQhD6Nv4Ea","pdf",615184,11,"English","# ABSTRACT\n# A French Speaking Proficiency Test\n## Speaking proficiency\n## The French Speaking Proficiency Test itself\n## Part One: Concrete nouns\n## Part Two: Abstract words","[{\"question\":\"What does the test aim to measure?\",\"answer\":\"It measures French speaking proficiency by breaking performance into five parts reflecting concrete vocabulary, abstract words, pronunciation, syntactic patterns, and ease of expression.\"},{\"question\":\"How does the test use stimuli to elicit responses?\",\"answer\":\"It uses a combination of tape recordings and picture stimuli in a test booklet, requiring students to speak their answers into a microphone.\"},{\"question\":\"Why does the author discuss reliability and validity?\",\"answer\":\"Because judging how well someone speaks French requires hearer judgments that are inevitably subjective, the work focuses on structuring scoring to improve consistency while evaluating reliability and validity.\"}]","A French Speaking Proficiency Test - An attem pt to test students objectively | PDF",1790650563,28]