First of all, it is worth highlighting that testing affects all the main aspects of language use, namely oral and written speech. In order to objectively consider the entire system, it is necessary to analyze each of the criteria in detail. First of all, teachers evaluate expressive oral speech, which should consist of articulate, clear words of the examinee. To do this, the child must be able to build logical chains, speak easily and clearly, and also make logical stress. The last criterion is especially important, since in sentences of various types, the child needs to understand which word is the key (Jones & Zotovich, 2014). This is tested using dialogue or monologue, where the individual must add emotional or logical coloring to his speech (Carr, 2019). In addition, it is necessary to control the pronunciation of individual sounds in words, that is, how clearly an individual pronounces similar words with different meanings.
If a teacher can analyze receptive speech, then it is best tested by providing the child with the text necessary for reading aloud. For evaluation, it is correct to choose a text that includes synonyms, homonyms or rhymes. This allows a teacher to observe several skills at once, namely the ability to logically separate parts of a sentence, as well as the pronunciation of similar words and the speed of understanding the language (Jones & Zotovich, 2014). In this case, it is worth paying special attention to the child’s vocabulary, as well as the number of constructions used. This allows individual to determine the level of development of the language, as well as the quality of knowledge of different rules when compiling thoughts and text.
As already noted, the oral part allows the teacher to trace the use of sound in different words. However, it is worth mentioning separately phonological awareness, the essence of which is the assessment of the use of phonemes by a child. In order to most effectively assess this skill, it is best to create a situation in which the examinee will use words whose spelling is significantly different from the pronunciation (Carr, 2019). Another criterion can be constructions, in which for the correct pronunciation it is required to merge several letters into one sound (Carr, 2019). This allows a teacher to most accurately determine the level of the child’s skills in this area.
In addition to all of the above, a situation can often arise in which the examiner discovers errors and gaps in the child’s knowledge. An effective solution would be to pump the problem area to eliminate weaknesses. In order to remove the gap in any aspect of oral speech, it is necessary, for example, to communicate with a native speaker, as well as listen to speech through music and films. This will allow person to gradually increase the skill of possession (Carr, 2019). In addition, there are written exercises to improve the oral speech of an individual, namely, writing texts on given topics and correspondence with a living person. The fact is that a person is arranged in such a way that when writing words, individual remembers their use and pronunciation, which contributes to the use of what is written in speech. Finally, it makes sense to associate the native language with English, namely, to conduct a comparative analysis, to notice similarities and differences, to learn to think in two languages at once (Carr, 2019). These are extremely effective tools for instilling love for the language, as well as for facilitating its knowledge.
In order to correctly convey the content of the course and offer work on the mistakes, it is necessary to use social and academic language. In other words, in order not to embarrass or embarrass either side of the exam, the conversation should take place in a polite tone, without crossing personal boundaries and without criticism. Academicism in this case will be manifested in an objective approach and the use of terms, and sociality in politeness, the selection of soft words.
References
Carr, P. (2019). English phonetics and phonology. Wiley.
Jones, J. and Zotovich, K. (2014). Hello two pears comprehensive phonological awareness assessment.