Relevant bibliographies by topics / Spoken English tests

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Spoken English tests'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Spoken English tests"

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Bernstein, Jared, Alistair Van Moere, and Jian Cheng. "Validating automated speaking tests." Language Testing 27, no. 3 (July 2010): 355–77. http://dx.doi.org/10.1177/0265532210364404.

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This paper presents evidence that supports the valid use of scores from fully automatic tests of spoken language ability to indicate a person’s effectiveness in spoken communication. The paper reviews the constructs, scoring, and the concurrent validity evidence of ‘facility-in-L2’ tests, a family of automated spoken language tests in Spanish, Dutch, Arabic, and English. The facility-in-L2 tests are designed to measure receptive and productive language ability as test-takers engage in a succession of tasks with meaningful language. Concurrent validity studies indicate that scores from the automated tests are strongly correlated with the scores from oral proficiency interviews. In separate studies with learners from each of the four languages the automated tests predict scores from the live interview tests as well as those tests predict themselves in a test-retest protocol (r = 0.77 to 0.92). Although it might be assumed that the interactive nature of the oral interview elicits performances that manifest a distinct construct, the closeness of the results suggests that the constructs underlying the two approaches to oral assessment have a stable relationship across languages.
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IYEIRI, YOKO, MICHIKO YAGUCHI, and HIROKO OKABE. "To be different from or to be different than in present-day American English?" English Today 20, no. 3 (July 2004): 29–33. http://dx.doi.org/10.1017/s0266078404003050.

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The present paper discusses the use of the prepositions after different in present-day spoken American English, using the Corpus of Spoken Professional American-English [sic] (CSPAE), which includes transcriptions of conversations recorded between 1994 and 1998. As the corpus consists of four different professional settings (i.e. press conferences held at the White House and other locations, faculty meetings of the University of North Carolina, national meetings on mathematics tests, and national meetings on reading tests), it provides useful data for stylistic analyses. It is also useful for gender analyses of English, since it provides some personal data for most speakers and indicates whether they are male or female.
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Zechner, Klaus, Derrick Higgins, Xiaoming Xi, and David M. Williamson. "Automatic scoring of non-native spontaneous speech in tests of spoken English." Speech Communication 51, no. 10 (October 2009): 883–95. http://dx.doi.org/10.1016/j.specom.2009.04.009.

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Wang, Yinping. "Detecting Pronunciation Errors in Spoken English Tests Based on Multifeature Fusion Algorithm." Complexity 2021 (February 13, 2021): 1–11. http://dx.doi.org/10.1155/2021/6623885.

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In this study, multidimensional feature extraction is performed on the U-language recordings of the test takers, and these features are evaluated separately, with five categories of features: pronunciation, fluency, vocabulary, grammar, and semantics. A deep neural network model is constructed to model the feature values to obtain the final score. Based on the previous research, this study uses a deep neural network training model instead of linear regression to improve the correlation between model score and expert score. The method of using word frequency for semantic scoring is replaced by the LDA topic model for semantic analysis, which eliminates the need for experts to manually label keywords before scoring and truly automates the critique. Also, this paper introduces text cleaning after speech recognition and deep learning-based speech noise reduction technology in the scoring model, which improves the accuracy of speech recognition and the overall accuracy of the scoring model. Also, innovative applications and improvements are made to key technologies, and the latest technical solutions are integrated and improved. A new open oral grading model is proposed and implemented, and innovations are made in the method of speech feature extraction to improve the dimensionality of open oral grading.
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Asmawati, Nur. "MODEL OF ENGLISH LEARNING BASED ON COLLABORATIVE THEORY TO IMPROVE INDONESIAN’ SPOKEN COMMUNICATION ABILITY." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 255. http://dx.doi.org/10.24252/eternal.v42.2018.a9.

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This study aims at findings whether collaborative method can improve students' spoken communition or not. This study use quasi experimental design with Posttest-Only, Non-Equivalent Control Group Design. The sample of this research were student’s of State Institute for Islamic Studies (IAIN) Palu. The instrument in this research was speaking English test ability. The tests were carried out in five times with different learning themes. Data analysis was performed by descriptive statistics and inference and presented in the form of percentages, frequency, min and statistical analysis in t test comparison (t-test) and Pearson correlation test. The researcher finds distribution of scores for the students’ spoken communication ability posttest is normal and variance-covariance for the dependent variables is homogeneous across the independent variables. The researcher finds a significant difference between the experimental class taught by a learning model of three theories collaboration and controclass taught by conventional learning model. The result of students] spoken communication ability on first test had higher compared second test. Similarly, also with the students’spoken communication abilities between the second tests with the third test, the third test with the fourth test, and the fourth test with the fifth test was very significant. The researcher also finds increased English spoken communication ability in experimental class. Improvement of spoken communication is due to model of learning English based on collaborative theory
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Nozawa, Akio, Tota Mizuno, Hirotoshi Asano, and Hideto Ide. "Evaluation of Spoken Language Understanding by Oxygenated Hemoglobin Concentration." Journal of Robotics and Mechatronics 22, no. 1 (February 20, 2010): 3–9. http://dx.doi.org/10.20965/jrm.2010.p0003.

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The subjective understanding of spoken language understanding is quantitatively evaluated by variations in oxygenated hemoglobin concentration measured by near-infrared spectroscopy. English listening comprehension tests consisting of two levels of difficulty were taken by 4 subjects during measurement. A correlation was found between subjective understanding and variations in oxygenated hemoglobin concentration.
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Vanhove, Jan, and Raphael Berthele. "The lifespan development of cognate guessing skills in an unknown related language." International Review of Applied Linguistics in Language Teaching 53, no. 1 (January 1, 2015): 1–38. http://dx.doi.org/10.1515/iral-2015-0001.

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AbstractThis study investigates the lifespan development of the ability to correctly guess the meaning of foreign-language words with known translation-equivalent cognates. It also aims to identify the cognitive and linguistic factors driving this development. To this end, 159 German-speaking Swiss participants aged 10 to 86 were asked to translate 45 written and 45 spoken isolated Swedish words with German, English or French cognates. In addition, they were administered an English language test, a German vocabulary test as well as fluid intelligence and working memory tests. Cognate guessing skills were found to improve into young adulthood, but whereas they show additional increases in the written modality throughout adulthood, they start to decrease from age 50 onwards for spoken stimuli. Congruently with these findings, L1 vocabulary knowledge is a stronger predictor of written cognate guessing success, whereas fluid intelligence is the most important predictor in the spoken modality. Raw data and computer code used for the analyses are freely available online.
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Meierkord, Christiane. "Attitudes Towards Exogenous and Endogenous Uses of English: Ugandan’s Judgements of English Structures in Varieties of English." International Journal of English Linguistics 10, no. 1 (December 10, 2019): 1. http://dx.doi.org/10.5539/ijel.v10n1p1.

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Uganda is a former British protectorate, where English has contributed to the country’s linguistic ecology since 1894, when the British established a protectorate over the area of the Buganda kingdom. Over time, Ugandan English has developed as a nativised second language variety, spoken by Uganda’s indigenous population. At the same time, due to migrations, globalisation and the influence of international media and the Internet, its speakers have increasingly been in contact with varieties other than British English: American English, Indian English, Kenyan English, and Nigerian English may all influence Ugandan English. This paper looks at how Ugandan English can be conceptualised as a variety shaped by other varieties. It reports on the results of acceptability tests carried out with 184 informants in the North, the Central and the West of Uganda and discusses how speakers assess individual grammatical structures used in Ugandan English and in those varieties they are potentially in contact with.
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Levey, Sandra, Henriette W. Langdon, and Deborah Rhein. "Bilingual Spanish/English–Speaking Children's Sentence Reading Comprehension." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 2 (July 2012): 58–65. http://dx.doi.org/10.1044/cds19.2.58.

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A number of factors were examined to determine which were associated with 40 bilingual Spanish/English–speaking children's sentence reading comprehension (SRC). In our study, 40 bilingual Spanish/English–speaking children, age ranged from 8.07 to 14.96 years, completed nonword repetition, spoken language, receptive vocabulary, single word reading (SWR), and novel word discrimination tests, with all language and reading tests administered in English. Parents' occupations, the report of the language used in interaction with friends (English vs. Spanish), age, and academic grade were also considered as possible factors for SRC. Our results found that receptive vocabulary and SWR accounted for intact SRC. Findings revealed that 13 of the 40 bilingual children (32.5%) presented with SRC difficulties. However, only 2 of these 13 children were identified with reading difficulties prior to their participation in this study, suggesting that early screening is essential to prevent later literacy difficulties.
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Ndzotom Mbakop, Antoine Willy, Sonia Laurei Emalieu Kanko, and Adrienne Michelle Tida. "French Grammatical Accents: Practices, Sociolinguistic Foundations, and Pedagogical Implications in a Multilingual Setting." Journal of Language and Education 4, no. 2 (June 30, 2018): 78–91. http://dx.doi.org/10.17323/2411-7390-2018-4-2-78-91.

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The present paper probes the use of French grammatical accents by English-speaking learners of French in a multilingual country: Cameroon. Its aim is twofold. First, it highlights the extent to which the various appropriative uses of French by French-speaking Cameroonians influence the form of the language spoken by their English-speaking counterparts. Then, it checks the effect of the language spoken by these learners on their written language. The data were collected among 160 Form 3 and Form 4 pupils from two high schools in the town of Maroua, Far North Region, Cameroon. Six tests and fifty tape recordings were carried out among the target population. Also, four French teachers were tape recorded during the exercise. The analysis of the errors made by the informants revealed significant patterns of acute and grave accents in the spoken language of respondents. These patterns of oral usage were found to strongly correlate with their written production. It therefore appears that Cameroon French displays some specific phonological characteristics, which severely spoils the acquisition of grammatical accents by English-speaking Cameroonians. These findings may revive the debate over whether French in former colonies should adapt to its contexts or keep its native purity.
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Dissertations / Theses on the topic "Spoken English tests"

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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.
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Fullilove, John Pope III. "Examining oral English proficiency: some factors affecting rater reliability in the use of English oralexamination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B4389334X.

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Collins, Brett. "SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.

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Teaching & Learning
Ph.D.
In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relation to their understanding sandhi-variation in aural texts. The third concerns the lack of research investigating links between learners’ backgrounds and their ability to handle listening texts, especially variations in the speech stream in target aural texts. The purpose of this study was threefold. My first purpose was to investigate the item difficulty hierarchy of sandhi-variation types that learners have in relation to L2 listening proficiency. My second purpose was to evaluate links between aural input containing elision and assimilation and second language aural processing, to provide insight into how learners deal with sandhi-variation as they process such input. My third purpose was to investigate through the use of interviews the aural input that participants have encountered prior to the interventions of this study, to help explain which types of aural input can facilitate intake. Twenty-five first- and second-year Japanese university students participated in the current study. The participants completed a series of instruments, which included (a) a Test of English as a Foreign Language Paper-Based Test (TOEFL PBT), (b) a Listening Vocabulary Levels Test (LVLT), (c) a Modern Language Aptitude Test–Elementary (MLAT-E), (d) a Pre-Listening in English questionnaire, (e) an Elicited Imitation Test (EIT), and (f) a Background and Length of Residency interview. The EIT was used as a sandhi-variation listening test with two component parts (i.e., elision and assimilation) and two sub-component parts (e.g., two different utterance rates), using elicited imitation. Finally, the participants were interviewed about their language backgrounds to gauge their understanding and feelings about English. An empirical item hierarchy for elision and assimilation was investigated, along with the determinants of the hierarchy. Overall, the tendency was for items with elision and assimilation to be more difficult. Results also indicated that the two input rate variables combined with elision and assimilation affected the non-native participants’ listening comprehension. Moreover, the strength of the relationship between two measures of the participants’ language ability, proficiency and aptitude, and their comprehension of items with and without the phonological features of elision and assimilation, were investigated. The results confirmed a positive relationship between language aptitude as measured by the MLAT-E and the comprehension of the phonological features of elision and assimilation. Finally, the results indicated that there were no significant, positive correlations between English language proficiency scores and both the Pre-Listening Questionnaire, which measured the participants’ feelings about second language listening, and the Background and Length of Residency Interview. More research needs to be conducted to determine how learners’ backgrounds are related to listening comprehension in order to better prescribe aural input in second language listening classrooms.
Temple University--Theses
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Wong, Shun-wan, and 黃信雲. "How different types of discussion tasks in HKCEE affect students' performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962002.

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Hinrich, Sally Wellenbrock. "A contextualized grammar proficiency test using informal spoken English." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.

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Intensive college-level ESL programs typically focus on building students' academic skills in English. Yet many ESL students leave the intensive programs only to find that they cannot sufficiently comprehend conversations with native English-speaking classmates or understand freshman-level lectures. While the students frequently perceive the problem as relating to the rapid speech tempo used by native speakers, an integral part of the comprehension problem is the pervasive use of modified forms of English, commonly called reductions, contractions, and assimilations. The present research investigates whether comprehension of certain modified forms of spoken informal English can be used to measure students' level of proficiency. The research, based on an integrative approach to learning, hypothesizes that successful identification of informal forms may be as reliable and valid as standardized tests currently used to measure students' proficiency in grammar and listening comprehension. The instrument for conducting the research is a contextualized taped dialogue presented as a cloze exercise which depends on redundancy features of English in addition to knowledge of grammatical structures to help the subject reconstruct missing grammatical elements of the dialogue. Research data were not statistically significant to support the original hypothesis because of small sample size, but some general conclusions can be drawn. Conclusions and recommendations are discussed with attention to current trends toward content-based classes.
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Underhill, Nic. "Developing a validation process for an adaptive computer-based spoken English language test." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/20468/.

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This thesis explores the implications for language test validation of developments in language teaching and testing methodology, test validity and computer-based delivery. It identifies a range of features that tests may now exhibit in novel combinations, and concludes that these combinations of factors favour a continuing process of validation for such tests. It proposes such a model designed around a series of cycles drawing on diverse sources of data. The research uses the Five Star test, a private commercial test designed for use in a specific cultural context, as an exemplar of a larger class of tests exhibiting some or all of these features. A range of validation activities on the Five Star test is reported and analysed from two quite different sources, an independent expert panel that scrutinised the test task by task and an analysis of 460 test results using item-response theory (IRT). The validation activities are critically evaluated for the purpose of the model, which is then applied to the Five Star test. A historical overview of language teaching and testing methodology reveals the communicative approach to be the dominant paradigm, but suggests that there is no clear consensus about the key features of this approach or how they combine. It has been applied incompletely to language testing, and important aspects of the approach are identified which remain problematic, especially for the assessment of spoken language. They include the constructs of authenticity, interaction and topicality whose status in the literature is reviewed and determinability in test events discussed. The evolution of validity in the broader field of educational and psychological testing informs the development of validation in language testing and a transition is identified away from validity as a one-time activity attaching to the test instrument towards validation as a continuing process that informs the interpretation of test results. In test delivery, this research reports on the validation issues raised by computer-based adaptive testing, particularly with respect to test instruments such as the Five Star test that combine direct face-to-face interaction with computer-based delivery. In the light of the theoretical issues raised and the application of the model to the Five Star test, some implications of the model for use in other test environments are presented critically and recommendations made for its development.
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Yu, Eunjyu. "A comparative study of the effects of a computerized English oral proficiency test format and a conventional SPEAK test format." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164601340.

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Huang, Xiaozhao. "African-American English in "Middletown" : a syntactic and phonological study with time-depth data to test the linguistic convergence and divergence hypothesis." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932629.

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Recent discussions on African-American Vernacular English (AAVE) have focused on the linguistic divergence and convergence hypotheses. Some linguists (Ash and Myhill 1986; Bailey and Maynor 1987, 1989; Graff, Labov, and Harris 1986; Labov 1983, 1987; Labov and Harris 1986; Luthin 1987; Myhill and Harris 1986; Thomas 1989) claim that AAVE is diverging from White Vernacular English (WVE) on a national level. However, other linguists (Butters 1987, 1988, 1989; Vaughn-Cooke 1986, 1987; Wolfram 1987) have challenged the divergence hypothesis, and have argued that AAVE is actually converging with WVE. They point out that the data in most of the studies supporting the divergence hypothesis were incomparable and manifested age-grading. In addition, these studies investigated only a few linguistic features. Most importantly, most of these studies lack the time-depth data which are essential to investigate language change.This study analyzed the time-depth data of speech samples from thirty-two African-American subjects, sixteen from 1980 and sixteen from 1993, in Muncie, Indiana. The subjects were both males and females, equally divided into young adult and elderly speakers. The analysis of the study focused on twenty-three syntactic and five phonological features.The results from the study have found no innovative features, either syntactic or phonological, in the speech of Muncie AAVE subjects. More importantly, the findings of the study, based on the time-depth data, have shown that Muncie AAVE was not divergent with WVE, but convergent with it, at least from 1980 to 1993. Thus, the findings of the study do not support the divergence hypothesis.
Department of English
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Witt, Autumn. "Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195181.

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This dissertation follows an oral language assessment tool from initial design and implementation to validity analysis. The specialized variables of this study are the population: international teaching assistants and the purpose: spoken assessment as a hiring prerequisite. However, the process can easily be applied to other populations and assessment goals.While evaluating the TBEST (Task-Based English Speaking Test) and TAST (TOEFL Academic Speaking Test), I search for a preponderance of evidence for assessment validity that indicate the most appropriate tool for evaluating potential ITAs. The specific evidences of assessment validity that are examined are:1. Evidence of Domain (Content) Validity: Which test, the TBEST or the TAST most closely measures the actual skills needed to be an ITA?2. Evidence of Predictive Criterion Validity: Which test, the TBEST or the TAST, is more valid in predicting ITA teaching success based on end of semester student evaluation (TCEs)?Following the analyses of these points of evidence, the results of a follow-up survey of ITA impressions about the ITA training and evaluating process are reviewed. Reviewing the results of this survey places the language assessment and hiring process recommendations within its larger context, directing attention toward suggestions for improvement of ITA training and evaluating procedures.Over the course of 18 months, 335 ITAs were assessed using the TBEST. 193 ITAs took the TAST prior to taking the TBEST, and those scores are used for correlation analysis. 119 ITAs participated in a follow up survey about their ITA experience.Analysis of domain validity shows that the TBEST is better suited for assessing ITAs than the TAST due to specialized assessment content not present on the more generic TAST. The TBEST is marginally better at predicting teaching success, though the results were statistically insignificant and recommendations are made for a follow-up study. Post-hoc analysis of the discriminative utility of both tests show that the TBEST results show more useful shades of distinction between candidates while the TAST results place the majority of students in a `fair' category which requires secondary interviews to assess teaching ability.
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Shewell, Justin Reed. "Hearing the Difference: A Computer-Based Speech-Perception Diagnostic Tool for Non-Native Speakers of English." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd456.pdf.

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Books on the topic "Spoken English tests"

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Barry, O'Sullivan. Modelling performance in tests of spoken language. Frankfurt: Peter Lang, 2008.

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University of Cambridge. Local Examinations Syndicate, ed. A qualitative approach to the validation of oral language tests. Cambridge: Cambridge University Press, 2002.

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Sue, Daish, and University of Cambridge. Local Examinations Syndicate. International Examinations, eds. Practice tests for IGCSE English as a second language: Listening and speaking. Cambridge: Cambridge University Press, 2010.

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Barry, Marian. Practice tests for IGCSE English as a second language: Listening and speaking. Cambridge: Cambridge University Press, 2010.

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Barry, Marian. Practice tests for IGCSE English as a second language: Listening and speaking. Cambridge: Cambridge University Press, 2010.

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Barry, Marian. Practice tests for IGCSE English as a second language: Reading and writing. Cambridge: Cambridge University Press, 2010.

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University of Cambridge. Local Examinations Syndicate. International Examinations, ed. Practice tests for IGCSE English as a second language: Reading and writing. Cambridge: Cambridge University Press, 2010.

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Ying jian te kuai che: Ying jian zhong ji kou shuo ce yan 1000. Taibei Xian Zhonghe Shi: Taiwan guang xia you sheng tu shu you xian gong si, 2005.

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Ying jian te kuai che: Ying jian zhong ji ting li ce yan 1000. Taibei Xian Zhonghe Shi: Taiwan guang xia you sheng tu shu you xian gong si, 2005.

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Zechner, Klaus. Toward an understanding of the role of speech recognition in nonnative speech assessment. Princeton, NJ: Educational Testing Service, 2007.

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Book chapters on the topic "Spoken English tests"

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Berry, Roger. "Analysing Spoken Texts." In English Grammar, 183–87. Second edition. | New York, NY: Routledge, [2018] | Series:: Routledge, 2018. http://dx.doi.org/10.4324/9781351164962-36.

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Lee, Jonghee. "Spoken Texts in a High-Stakes EFL Test in Korea: Impact on High School English Teaching." In Text-Based Research and Teaching, 221–38. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_12.

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Maruyama, Takehiko. "Chapter 5. Segmentation of the English texts Navy and Hearts with SUU and LUU." In In Search of Basic Units of Spoken Language, 359–66. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/scl.94.14mar.

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Vassallo, Odette, Daniel Xerri, and Larissa Jonk. "Assessing Teacher Discourse in a Pre-Service Spoken English Proficiency Test in Malta." In Challenges in Language Testing Around the World, 487–95. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_34.

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Xu, Shasha. "Face-to-face Interaction in a Speaking Test: A Corpus-Based Study of Chinese Learners’ Basic Spoken Vocabulary." In Assessing Chinese Learners of English, 85–100. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137449788_5.

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"ANALYSING SPOKEN TEXTS." In English Grammar, 182–86. Routledge, 2013. http://dx.doi.org/10.4324/9781315881256-36.

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Illingworth, Martin, and Nick Hall. "Conventions of written and spoken texts." In Teaching English Language 16–19, 37–40. Routledge, 2018. http://dx.doi.org/10.4324/9780429507595-4.

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"Conventions of written and spoken texts." In Teaching English Language 16 - 19, 48–51. Routledge, 2012. http://dx.doi.org/10.4324/9780203118542-10.

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Treiman, Rebecca. "Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0008.

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Learning to spell involves learning about the relations between the phonemes of the spoken language and the graphemes of the printed language. In Chapter 4, I asked how children learn these relations for vowels. The results showed that a number of factors affect children’s learning, including their exposure to printed words, their knowledge of letter names, and their phonological systems. In this chapter, I turn to consonants. I ask whether these same factors affect children’s spelling of consonants. This chapter focuses on substitution errors and, to a lesser extent, correct spellings. Consonant omission errors will be considered in detail in Chapter 8. Sometimes, the first graders’ most common spellings of consonant phonemes were those spellings that are most frequent in the conventional English system. However, the children’s spellings did not always mirror those of conventional English. The children sometimes used a grapheme that never represents the phoneme in the standard system; that is, an illegal spelling. As in Chapter 4, I focus on illegal spellings that occurred at rates of 2.5% or more. I ask why the children selected that particular grapheme to represent the phoneme. In other cases, the students used a legal spelling significantly more often than expected given its frequency in the conventional system. Again, factors other than exposure to the relations between phonemes and graphemes in English words must be responsible for the error. I ask what these factors are. As in Chapter 4, I use binomial tests to compare the frequencies of correspondences in children’s spelling to the frequencies of the correspondences in the conventional spellings of the same words. In this section, the children’s spellings of various consonant phonemes are discussed. The reader may find it helpful to refer to the consonant chart of Figure 1.5 when reading this section. The stop consonants of English are /p/, /t/, /k/, /b/, /d/, and /g/. In discussing how the children spelled these consonants, I will first consider the children’s spellings without regard to the contexts in which the consonants occurred. Next, I will discuss some errors that occurred for stop consonants in particular contexts.
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Hamer, Kenneth. "Language (Knowledge of English)." In Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.003.0050.

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The requirement for the necessary standard of competence in the English language, initially for medical practitioners, was recommended by the House of Commons Health Committee as set out in the Committee’s Report, The Use of Overseas Doctors in Providing Out of Hours Services (5th Report, Session 2009–10). The report proposed that changes be made to legislation to allow the General Medical Council (GMC)—and subsequently other healthcare regulators—to test the English language competence of practitioners applying for registration. The report followed the death of a patient, Mr David Gray, in 2008 when the treating physician, Dr Ubani, administered ten times the recommended maximum dose of diamorphine. Dr Ubani, a German national, spoke minimal English. The incident occurred during his first shift as an out-of-hours doctor for a general practitioner (GP) service provider. Persons seeking registration in the healthcare and other professions may be required by their regulator to prove that they are proficient in English. Legislation provides for applicants to provide evidence of English language capability as part of the registration process and where concerns about language have been identified. Regulators will refuse a licence to practise in circumstances in which the necessary knowledge of English cannot be demonstrated. For further details, see Language Tests for Healthcare Professionals, Briefing Paper (House of Commons Library 2018, No. 07267, 7 March 2018).
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Conference papers on the topic "Spoken English tests"

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Wang, Li, Yong Liu, Fuping Pan, Bin Dong, and Yonghong Yan. "Automatic scoring of scene question-answer in English spoken test." In 2014 International Conference on Information Science, Electronics and Electrical Engineering (ISEEE). IEEE, 2014. http://dx.doi.org/10.1109/infoseee.2014.6947758.

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Cui, Yansong, Zhongyuan Yu, and Jianming Huang. "Design and Research of the Spoken English Test System Based on Node.js." In 2018 International Conference on Mathematics, Modelling, Simulation and Algorithms (MMSA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mmsa-18.2018.108.

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Guo, Fengxia. "Computer-Based Test of Spoken English Translation Accuracy Evaluation System with Wireless Mobile Terminal." In 2018 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2018. http://dx.doi.org/10.1109/icitbs.2018.00047.

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Hock, Hans Henrich. "Foreigners, Brahmins, Poets, or What? The Sociolinguistics of the Sanskrit “Renaissance”." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.2-3.

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A puzzle in the sociolinguistic history of Sanskrit is that texts with authenticated dates first appear in the 2nd century CE, after five centuries of exclusively Prakrit inscriptions. Various hypotheses have tried to account for this fact. Senart (1886) proposed that Sanskrit gained wider currency through Buddhists and Jains. Franke (1902) claimed that Sanskrit died out in India and was artificially reintroduced. Lévi (1902) argued for usurpation of Sanskrit by the Kshatrapas, foreign rulers who employed brahmins in administrative positions. Pisani (1955) instead viewed the “Sanskrit Renaissance” as the brahmins’ attempt to combat these foreign invaders. Ostler (2005) attributed the victory of Sanskrit to its ‘cultivated, self-conscious charm’; his acknowledgment of prior Sanskrit use by brahmins and kshatriyas suggests that he did not consider the victory a sudden event. The hypothesis that the early-CE public appearance of Sanskrit was a sudden event is revived by Pollock (1996, 2006). He argues that Sanskrit was originally confined to ‘sacerdotal’ contexts; that it never was a natural spoken language, as shown by its inability to communicate childhood experiences; and that ‘the epigraphic record (thin though admittedly it is) suggests … that [tribal chiefs] help[ed] create’ a new political civilization, the “Sanskrit Cosmopolis”, ‘by employing Sanskrit in a hitherto unprecedented way’. Crucial in his argument is the claim that kāvya literature was a foundational characteristic of this new civilization and that kāvya has no significant antecedents. I show that Pollock’s arguments are problematic. He ignores evidence for a continuous non-sacerdotal use of Sanskrit, as in the epics and fables. The employment of nursery words like tāta ‘daddy’/tata ‘sonny’ (also used as general terms of endearment), or ambā/ambikā ‘mommy; mother’ attest to Sanskrit’s ability to communicate childhood experiences. Kāvya, the foundation of Pollock’s “Sanskrit Cosmopolis”, has antecedents in earlier Sanskrit (and Pali). Most important, Pollock fails to show how his powerful political-poetic kāvya tradition could have arisen ex nihilo. To produce their poetry, the poets would have had to draw on a living, spoken language with all its different uses, and that language must have been current in a larger linguistic community beyond the poets, whether that community was restricted to brahmins (as commonly assumed) or also included kshatriyas (as suggested by Ostler). I conclude by considering implications for the “Sanskritization” of Southeast Asia and the possible parallel of modern “Indian English” literature.
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Reports on the topic "Spoken English tests"

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Hinrich, Sally. A contextualized grammar proficiency test using informal spoken English. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5700.

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