Abstract
This chapter reconsiders the evaluation of speech rate in identifying features of speaking performance in picture-description speaking task. On the specific case of Taiwanese EFL learners, speech rate is examined from two angles: (a) the classification of numerical value in the unit of words per second (WPS) for the two variables time (T) and speech rate (SR), and (b) the analysis of speech content from data transcription for factors causing variation in speaking performance. Findings revealed there was an interaction between T and SR, indicating that an increase in T would decrease the value of SR. Meanwhile, the analysis of speech content pointed out the impacts of information structure and previous experience on speaking performance, considering the combination with speaking topics and degree of familiarity.
TopIntroduction
The implementation of pictures in language teaching and assessment is of various uses. For instance, pictures were used in the teaching of writing skill for the purpose of implementing written corrective feedback for improvement in grammatical accuracy (Karim & Nassaji, 2020) or to create stories in the form of narrative writing (Listyani, 2019). Meanwhile, some empirical studies used pictures as the means to assess vocabulary knowledge (Fehr et al., 2012), to develop strategies for vocabulary learning (Barcroft, 2009), and to conduct word retrieval in a short span of learning (Barcroft, 2007). Moreover, practitioners also suggest picture-cued technique as an effective teaching method to elicit learner’s oral response through the description of pictures (Brown, 2004) or the consideration of pictures as the medium for teachers to organize teaching procedure for speaking and writing activities (Wright, 1989).
In consideration of teaching and assessing implementation of pictures in classroom context, the present study chooses speaking as the focus skill of investigation. This specification has two primary reasons. First, from a theoretical perspective, the focus of classroom-centered research on assessment of speaking performance supports the consideration for the single and combined effects of learner and instruction on the development of language proficiency (Spada, 1986). Second, from a pedagogical perspective, the purpose of classroom-centered research is also to propose ways for engage participation in speaking classroom (Enright & McCloskey, 1985) as well as to decrease level of anxiety in speech production (Young, 1991).
In doing so, this study sets the narrow focus on the aspects of speech rate and speaking performance in picture-description speaking task (PDST) for the case study of Taiwanese EFL learners. The narrow focus on speech rate and speaking performance has a meaning in identifying the practical value of fluency in assessing speaking performance from the angle of speech continuity and the logical sequence of sentences (Fulcher, 2003) in specific unit of measurement. Furthermore, the aforementioned focus is also set for the purpose of analyzing the content-related aspect of speech production on the primary concern of visualizing how content from the input is transferred into actual speaking performance (Iwashita et al., 2008).
Key Terms in this Chapter
Previous experience: The degree of familiarity with speaking topic as being influenced by factors such as inferential ability, cultural expectation, or the ability to name or list things.
Speech continuity: The continuous flow of speaking production on the perception of word order and syntactic structure produced by the speakers.
Picture-description speaking task (PDST): The design of speaking task in which language learners demonstrates speaking ability through the description of details from the picture cues or the storytelling of details from a series of picture cues.
Picture-cued technique: The teaching method of productive skills using picture cues as the stimulation for language learners to produce spoken language or written text.
Speech rate (SR): The unit of measurement calculated by the number of words produced in certain time duration (e.g. words per second).
Information Structure: The organization of information as being determined by speaking topic and constructed by word order and syntactic structure.
Speaking performance: The general term to indicate the production of phonological, grammatical, syntactic, morphological, and pragmatic features of speech from the speakers.
Pictures: The visual teaching aid which is in the painting form of human beings, things, animals, or daily life events. Pictures can be displayed in colored or mono-color tone and in paper-based materials or electronic files.