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| 0 | Speaking and reading aloud are unintelligible to the raters. The test takers cannot sustain conversations because of very poor listening comprehension, extremely limited control of grammar and vocabulary, and severe weaknesses in pronunciation and fluency. They are not able to handle questions or demonstrate strategies to clarify misunderstandings. Any attempts at explanations are impossible to follow. |
| 1 | Speaking and reading aloud are barely intelligible to the raters. The test takers frequently make major errors in pronunciation and grammar. Their range of grammar structures is extremely limited, and they lack the vocabulary necessary to perform specific tasks. Speech is very slow and halting except for routine expressions. Listening comprehension is very weak; misunderstanding continues with frequent breakdowns in communication despite clarification and repetition. The overall structure of explanations is not clear. The sequence and development of ideas is very difficult to follow. The test takers often seem confused by questions and respond inappropriately or illogically. |
| 2 | Speaking and reading aloud are intelligible with effort on the part of the raters. Test takers make major pronunciation errors, including errors with stress and intonation, linking and pausing. Speech flow is problematic; the test takers might speak too fast, or in a very slow, halting manner. The phrasing does not follow expected patterns; the rhythm is distracting to the listener. The test takers can convey meaning accurately in simple sentences, but make major errors using complex grammar, or they avoid using complex structures. They have sufficient vocabulary to speak simply, but they struggle when performing specific tasks and make inappropriate word choices. Explanations are often minimal, or they may be overly repetitive or rambling. Appropriate patterns of organization are missing or misused. During interactions the test takers have trouble understanding other speakers and are unable to clarify questions successfully, or they respond to questions immediately, but their responses
do not correspond to the task or topic appropriately. |
| 3 | Speaking and reading aloud are intelligible to the raters. There may be consistent minor errors in pronunciation, but they are not disturbing to the listeners. The test takers use appropriate phrasing patterns. They speak fluently; they might speak with a slightly distracting rhythm, but this rarely interferes with communication. In addition to using a full range of basic grammar structures, they are able to use complex structures. Minor grammar errors do not affect communication. Test takers have the vocabulary to handle specific tasks satisfactorily; they may make occasional errors with non-critical vocabulary. They can paraphrase easily. They explain clearly, providing sufficient detail. They are not overly redundant or repetitive or rambling. Test takers can follow most speech; occasionally they may need clarification or repetition to understand. They can clarify misunderstandings successfully. They respond clearly to most questions, elaborating as needed, and their answers are
reasonable if not completely accurate. |
| 4 | Speaking and reading aloud sound smooth and effortless to the raters. Test takers demonstrate a high degree of facility in speaking with good control of pronunciation, stress, rhythm, intonation patterns, and speed. Their vocabulary is extensive, appropriate, and sophisticated. They use high-level complex structures accurately and give well-organized, fully-developed, logical explanations without relying heavily on jargon. They can communicate easily on a variety of topics and respond to questions with clear, well-developed, appropriate answers. |
1 These ratings are derived from UCLA's Oral Proficiency Test and are used with permission.
Last update: 07/12/2006
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