2024年3月5日发(作者：)

八 口语测试

1 口语的特点

 交互性： 口语交际是交际双方或多方的活动，通过交际各方相互交流传递信息。

 即时性: 口语活动一般要求参与者对谈话对方的言语立即作出反应（包括回答问题、补充、反对、赞成、延续等）。由于这种反应具有即时性，说话者来不及精心准备话语，因此话语中多有迟疑、停顿、口误、冗余成分等。

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副语言因素: 口语中说话者往往借助语调、重音、音量等副语言手段来增加表达效果。

非语言因素: 说话者在说话时常借助手势、目光、表情等体势语来表情达意。

与听的不可分割性: 除了自言自语、演讲、口授等，一般场合下的口语活动是在“„听→说→听→说„”的过程中进行的。

2 口语能力的构成

Weir & Bygate (1992) 将口语能力分为微语言技能（micro-linguistic skills）、常规技能（routine skills）和应变技能（improvisation skills）三个层次。

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微语言技能（micro-linguistic skills）

 Accuracy in phonology, grammar, lexis, etc.

常规技能（routine skills）

 Information routines

 Expository routines: narration, description, instruction, comparison, etc.

（expository essay, expository writing： 说明文）

 Evaluative routines: explanations, predictions, justifications, preferences,

decisions, etc.

Interaction routines 

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 Sequences of turns: telephone conversations, interviews, conversations at

parties, etc.

应变技能（improvisation skills）

 Negotiation of meaning

 Level of explicitness: Speakers need to choose an appropriate level of

explicitness, taking into account what the listener knows and can

accommodate;

 Procedures of negotiation: speakers need to be concerned about selecting an

appropriate level of specificity in the light of listener response, including use

of paraphrase, metaphor, choice of general of specific lexical items,

conversational adjustments to contact and ensure understanding, and repetition

and clarification procedures.

 Management of interaction

 Agenda management: referring to control over the content (participants’ right

to choose the topic, or introduce topics they want to talk about) and control

over the development or duration of a topic;

 Turn-taking: knowing how to signal that one wants to speak, recognizing the

right moment to get a turn, how not to lose one’s turn, recognizing other

people’s signals of desire to speak, knowing how to let other persons have a

turn.

3 口语测试的方式

 从测试着重点的不同来看，口语测试可分为结构主义口试和交际口试。

 结构主义口试主要测试说的技能及与说相关的分项技能。典型的题型有朗读、复述、补全对话、问答、看图说话、独白叙述或报告等形式。评分时，侧重语言（主要包括语音、词汇、语法等项目）使用的准确性和技能的熟练性，通常

采用分项打分，并最终取各项分数之和为总分。

交际口试更注重语言的社会交际功能、语言使用的得体性和有效性。这种测试方式的显著特点是其真实性、功能性、交互性、情景性和综合性。典型的题型是角色扮演、面谈和讨论。评分时一般采用等级评分表。

 从测试的组织方式来看，口语测试可分为直接口试、间接口试和半直接口试

 直接口试

直接口试是让考生直接展示其口语能力。比如，让考生面对考官朗读文章、进行对话、口头回答考官的问题、参加面谈、进行小组讨论。口语直接测试具有即时性（考官也可以录音甚至录象），考官可以当场评分。

 间接口试

间接口试是让考生展示与口语能力相关的一些分技能来测试口语能力。如，让考生根据书面的注音符号选择正确的发音、书面完成对话等。间接口试便于组织大批考生同时参加。

 半直接口试

半直接口试主要是指录音考试。

从保证口语考试的效度来看，直接口试具有更大的优越性，其中又以面谈、小组讨论、回答问题更加有效。但这种测试组织的成本较大。半直接口试和间接测试能够保证测试的取样有较高的信度，但忽略了口语的本质特点——交互性。

4 口语测试命题注意事项

 了解测试对象群体的口语需求

正确描述测试对象群体的口语需求，便于测试设计者提高测试的效度（包括把握考试的难度、考试内容的针对性、测试的公平公正性、测试的有用性等）。如果考生是在校学生，考题应多涉及学校生活、学习情况之类的话题。

 明确考试目的

分班测试、成绩测试和水平测试都有可能用到口语测试，但用于不同目的的口语测试在考试内容、考试方式等方面都有不同。

 确定所测能力的范围

要根据考试目的确定所测口语能力的范围。如，测试初级口语能力时，应注重常规技能的表现；测试中高级口语能力时，应加大应变技能的权重。口语的语言微技能是各个层次都应该重视的。

测试不同层次的口语能力时，在确定能力范围的同时，也应确定与不同层次的口语能力相应的交际内容或交际任务。比如，请求服务、叙述事件、说明事理、发表看法等。

 选取有代表性的话题或任务

考试涉及的话题或交际任务应选考生平时熟悉的或大众化的，如学习生活、课外活

动、兴趣爱好、体育艺术、家庭生活、亲戚朋友、生活环境、人们普遍关心的社会现象等，以保证考生言之有物，避免选取生冷、带有偏见或歧视的话题。

 试题指导语力求简明易懂

口语试题的导入材料可以是文字的、语音的、图画的或录象的，不论采用哪种材料，都要保证考生明白材料的意义及试题的要求，避免考生因受阅读能力（包括读图能力）或听力的限制而影响口语能力的表现。

口语试题的导入材料及导入方式

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直接给出试题（可以是视觉的或听觉的）

例： What’s your attitude towards college student doing part-time job?

给出题目和提纲（可以是视觉的或听觉的）

例： The most influential person in my life

- Give a brief introduction to that person

- How does that person influence you? Cite some examples

- Why do you think he/she is the most influential person in your life?

给出情景（可以是视觉的或听觉的）

例： You are trying to raise some additional money for your studies by selling

ladies’ cosmetics. Try and sell to your partner as much as possible stressing

the advantages and quality of your product. If your partner is male, persuade

him to buy it for his wife/girl friend.

5 口语测试的题型

口语测试的试题也可以分为选择题（selected response items）和构答题（constructed

response items）两类。

 选择题

选择题用于口语测试，只能间接测试口语能力。这种试题是非交际性的。

 多项选择题

例：找出加点的汉字发音相同的一组：

A．好听 爱好 B．重要 重复

．．．．C．银行 行业 D．目的 的确 （ ）

．．．． 判断正误

例：上海 A．Shànghǎi B．Shǎnghài （ ）

好看 A．hǎokàn B．hǎokàng （ ）

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构答题

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构答题可以分为非交际性和交际性两类。

 非交际性构答题

非交际性构答题的题型有补全对话、简答题、复述、朗读、看图说话、演讲等。

 补全对话

例：You are at the reception desk of a large hotel. The receptionist turns to address

you.

RECEPTIONIST: Can I help you?

(You want to know if there is a single room available.)

YOU:

RECEPTIONIST: Yes, we have a single room with an attached bathroom.

(Ask the price.)

YOU:

RECEPTIONIST: 34 pounds 50 a night.

(You want to know if this includes breakfast.)

YOU:

„„

 简答题

例：Answer each of the following questions in no more than 10 words:

1) What do you usually do after class?

2) Which one do you prefer, traveling by land, by sea, or by air?

3) You have promised to book 2 tickets for your friend but you totally forgot

it. How can you apologize to him/her?

4) You are late today and your boss is very angry. What do you say to him?

 复述

 朗读

 看图说话

 演讲

 交际性构答题

交际性构答题的题型主要有对话、小组讨论、面谈等题型。

 对话

对话也称角色扮演（role play），有两名或多名考生一起参与。

例：Hold a dialogue of about 3 minutes based on the following situation. Each of

you should read your role card only.

Role card for Candidate A:

You are a college student who is busy preparing for your final

examinations. You need a quiet place to review your lessons. But your neighbor

(Candidate B) is always having his TV on loudly. It’s very late at night. You

cannot put up with the noise and go to complain. Begin by knocking at the door.

Role card for Candidate B:

You are retired old worker whose only recreation is watching TV. Since you

are a little deaf, you always have your TV on loudly. It’s late at night and you

are enjoying your favorite TV series. Suddenly there is someone knocking at the

door.

 小组讨论

这种试题要求考生（可以有三四名考生一起参与）就某个话题展开交流。这种试题不仅可以测试口语的常规技能，也可以测试考生的应变技能。

例：The principal of your school wants more girls to play football. He has asked

your group to discuss why girls do not like playing football and how to make

them interested in this sport.

You may want to talk about:

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 面谈

面谈基本采用问答形式，考官提问，通过考生的回答来考查考生的口语能力。

例：Speaking Sample of IELTS

There are three main parts to the IELTS Speaking Module. In Part One the

candidate answers general questions about themselves, their home/family and other

such personal topics. This part lasts about four-five minutes. Part Two is sampled

below and in Part Three the candidate and Examiner engage in a discussion of

more abstract issues and concepts which are related to the topic in Part Two.

Speaking Part Two Sample

Describe a teacher who has greatly influenced you in your education.

You should say:

where you met them;

what subject they taught;

what was special about them;

and explain why this person influenced you so much.

You will have to talk about the topic for 1 to 2 minutes. You have one minute

to think about what you are going to say. You can make some notes if you wish.

6 口语测试的评分

口语测试常用的评分方法有四种：综合评分、分析评分、综合-分析并用、综合-分析融合。

 综合评分

综合评分法又叫印象评分法（impression-based scoring），考官依据综合评分等级量表根据自己对考生口语表现的总体印象给考生打分。IELTS采用这种评分方式。

IELTS口语九级量表：

9 Expert User：Has fully operational command of the language: appropriate, accurate and

fluent with complete understanding.

8 Very Good User：Has fully operational command of the language with only occasional

unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar

situations. Handles complex detailed argumentation well.

7 Good User：Has operational command of the language, though with occasional

inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles

complex language well and understands detailed reasoning.

6 Competent User：Has generally effective command of the language despite some

inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly

complex language, particularly in familiar situations.

5 Modest User：Has partial command of the language, coping with overall meaning in most

situations, though is likely to make many mistakes. Should be able to handle basic

why more boys than girls like football;

good things about playing in a football team;

ways of making this sport interesting to girls;

anything else you think is important.

communication in own field.

4 Limited User：Basic competence is limited to familiar situations. Has frequent problems in

understanding and expression. Is not able to use complex language.

3 Extremely Limited User：Conveys and understands only general meaning in very familiar

situations. Frequent breakdowns in communication occur.

2 Intermittent User：No real communication is possible except for the most basic

information using isolated words or short formulae in familiar situations and to meet

immediate needs. Has great difficulty understanding spoken and written English.

1 Non User：Essentially has no ability to use the language beyond possibly a few isolated

words.

 分析评分

这种评分法按照口语能力的构成因素（包括语音、词汇、语法、流利程度等）对考生的口语表现分别进行评分，然后累加算得总分或换算成等级。

美国外交学院（American Foreign Service Institute）面谈分析性等级量表：

Accent

1. Pronunciation frequently unintelligible.

2. Frequent gross errors and a very heavy accent make understanding difficult; require

frequent repetition.

3. “Foreign accent” requires concentrated listening, and mispronunciations lead to

occasional misunderstanding and apparent errors in grammar or vocabulary.

4. Marked “foreign accent” and occasional mispronunciations which do not interfere with

understanding.

5. No conspicuous(明显的) mispronunciations, but would not be taken for a native-speaker.

6. Native pronunciation, with no trace of “foreign accent.”

Grammar

1. Grammar almost entirely inaccurate phrases.

2. Constant errors showing control of very few major patterns and frequently preventing

communication.

3. Frequent errors showing some major patterns uncontrolled and causing occasional

irritation and misunderstanding.

4. occasional errors showing imperfect control of some patterns but no weakness that

causes misunderstanding.

5. Few errors, with no patterns of failure.

6. No more than two errors during the interview.

Vocabulary

1. Vocabulary inadequate for even the simplest conversation.

2. Vocabulary limited to basic personal and survival areas (time, food, transportation,

family, etc.)

3. Choice of words sometimes inaccurate; limitations of vocabulary prevent discussion of

some common professional and social topics.

4. Professional vocabulary adequate to discuss special interests; general vocabulary permits

discussion of any non-technical subject with circumlocutions.

5. Professional vocabulary broad and precise; general vocabulary adequate to cope with

complex practical problems and varied social situations.

6. Vocabulary apparently as accurate and extensive as that of an educated native speaker.

Fluency

1. Speech is so halting and fragmentary that conversation is virtually impossible.

2. Speech is very slow and uneven except for short or routine sentences.

3. Speech is frequently hesitant and jerky; sentences may be left uncompleted.

4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and

grouping for words.

5. Speech is effortless and smooth, but perceptibly non-native in speech and evenness.

6. Speech on all professional and general topics as effortless and smooth as a native

speaker’s.

Comprehension

1. Understands too little for the simplest type of conversation.

2. Understands only slow, very simple speech on common social and touristic topics;

requires constant repetition and rephrasing.

3. Understands careful, somewhat simplified speech when engaged in a dialogue, but may

require considerable repetition and rephrasing.

4. Understands quite well normal educated speech when engaged in a dialogue, but requires

occasional repetition or rephrasing.

5. Understands everything in normal educated conversation except for very colloquial or

low-frequency items, or exceptionally rapid or slurred speech.

6. Understands everything in both formal and colloquial speech to be expected of an

educated native speaker.

WEIGHTING TABLE

* The total of the weighted scores is then looked up in a table which converts it into a rating

on a scale 0-5.

 综合-分析并用

对考生的口语表现同时使用综合评分和分析评分。如，剑桥ESOL考试中心的商务英语考试（Business English Certificate，BEC）即采用这种评分法：两位考官中，一位（interlocuter） 1 2 3 4 5 6 (Test A)

Accent 0 1 2 2 3 4

Grammar 6 12 18 24 30 36

Vocabulary 4 8 12 16 20 24

Fluency 2 4 6 8 10 12

Comprehension 4 8 12 15 19 23

Total

负责与考官交流，同时打印象分；另一位（assessor）负责分析评分。考生的最终分数由两个分数综合而成。（运用这种评分法应该制定两种不同的评分量表）

 综合-分析融合

对考生的口语表现进行评分的标准融合了综合法和分析法的特点。如，大学英语口语考试（CET-SET）的评分标准：

语言准确性和范围

● 语法和词汇基本正确

● 表达过程中词汇丰富、5语法结构较为复杂

分 ● 发音较好，但允许有一些不影响理解的母语口音

话语的长短和连贯性

● 在讨论有关话题时能进行较长时间的、语言连语言灵活性和适切性

● 能够自然、积极地参与讨论

贯的发言，但允许由于● 语言的使用总体上无法找到合适的词语而能与语境、功能和目造成的偶尔停顿 的相适应

● 能够较积极地参与讨论，但有时内容不切题或未能与小组成员直接交流

● 语言的使用基本上能与语境、功能和目的相适应

● 不能积极参与讨论，有时无法适应新话题或讨论内容的改变

● 语法和词汇有一些错● 能进行较连贯的发言，误，但未严重影响交际 但多数发言较简短

4分

● 表达过程中词汇较丰富 ● 组织思想和搜寻词语时● 发音尚可 频繁出现停顿，有时会影响交际

● 语法和词汇有错误，且有时会影响交际

3● 表达过程中词汇不丰分 富，语法结构较简单

● 发音有缺陷，有时会影● 发言简短

● 组织思想和搜寻词语时频繁出现较长时间的停顿，影响交际，但能够基本完成交际任务

响交际

● 语法和词汇有较多错● 发言简短且毫无连贯● 不能参与小组讨论

2分

误，以致妨碍理解

● 表达过程中因缺乏词汇和语法结构而影响交际

● 发音较差，以致交际时常中断

性，几乎无法进行交际