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Date Posted: 21:20:14 04/12/07 Thu
Author: Danilo Martins
Subject: Re: Task One Group Nine
In reply to: Adriana 's message, "Task One Group Nine" on 06:12:13 04/08/07 Sun

Assessing oral skill
There are many schools of English language in Brazil. Many of them work hard on the achievement of oral skill aims. Oral skill has been a critical issue on EFL contexts. Thus, it is difficult to measure how efficient the employed methods are. For students, they have to be assessed by the school as a way of ensuring the choice of the material and the guidance of the teaching. The assessment is important to assure that the desired outcomes are being achieved and the students’ needs are being met.
In EFL contexts, such as Brazil, it is difficult to get the standard of “native-like” speaking proficiency. One reason for that is that we ignore the personal and cultural differences that make communication complex and real. In order to follow this logic it is necessary to assess the student over his/her oral skill to know how to achieve a desired outcome. This desired outcome can be realized as being the achievement of a speaking proficiency as being culturally neutral as possible without being too vague.
A diagnostic assessment can provide a lot of detailed information on learners’ strengths and weaknesses. Then, by a descriptive analysis, you establish specific aspects of language use. This kind of information is valuable for constructing classes more closely to learners’ need. In this way then you can establish a standard for assessing the progress at later stages.
Referring to the EFL environment and the fact of being hard to set up suitable methods to the student of being effective, therefore, a good assessment – concerning oral skill – of a student can play an important role in schools in order to provide desired outcomes and students’ needs.

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