Đánh giá kỹ năng sử dụng tiếng Anh như một ngôn ngữ toàn cầu: Lập luận về tính giá trị

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Tác giả: Cooke Sheryl

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: VNU Journal of Science: Policy and Management Studies, 2020

Mô tả vật lý: 47-62

Bộ sưu tập: Metadata

ID: 419656

Thêm vào giỏ Liên kết toàn văn

Việc sử dụng tiếng Anh trong thực tiễn thường có sự tham gia của những người có nền tảng ngôn ngữ khác nhau với mục tiêu chính là sự hiểu nhau, và phần lớn các cuộc hội thoại bằng tiếng Anh này không có sự tham gia của những người nói tiếng Anh bản ngữ (Graddol, 2006
Kirkpatrick, 2007). Tuy nhiên, thay vì tập trung vào tính dễ hiểu của lời nói, nhiều bài kiểm tra vẫn đo lường khả năng nói của thí sinh với tham chiếu về một khuôn mẫu bản ngữ lý tưởng. Điều này khiến cho tính giá trị của bài thi bị giảm trong việc đánh giá khả năng giao tiếp nói khi tiếng Anh được dùng như một ngôn ngữ toàn cầu, dẫn tới việc bỏ sót kỹ năng cần đánh giá hoặc đánh giá các yếu tố không liên quan. Việc xác trị một bài thi tiếng Anh như một công cụ để giao tiếp toàn cầu bao gồm chứng minh mối liên hệ giữa kỹ năng cần đánh giá (khả năng giao tiếp thực tiễn trong trong bối cảnh cụ thể) với các tác vụ trong bài thi và tiêu chí đánh giá (McNamara, 2006). Các bằng chứng hỗ trợ việc giải thích ý nghĩa của điểm số cần được trình bày như một phần của lập luận tổng thể về tính giá trị. Trước hết, bài viết này muốn chỉ ra bối cảnh sử dụng tiếng Anh mà nhiều thí sinh trong các kỳ thi lớn hướng tới với mục đích học thuật thường là bối cảnh trong đó tiếng Anh được dùng như một ngôn ngữ toàn cầu (English as a lingua franca - ELF). Tiếp theo, lập luận của Toulmin (2003) được tận dụng để tìm ra những bằng chứng cần thiết cho việc chứng minh các khẳng định về một bài kiểm tra có tính đại diện tốt cho khả năng sử dụng tiếng Anh như ngôn ngữ toàn cầu. Mô hình được đưa ra và áp dụng vào phân tích minh họa hai bài thi Nói tiếng Anh. Bài viết có mục đích đưa ra minh chứng về mặt thuyết cho sự cần thiết của việc tập trung vào tính dễ hiểu trong giao tiếp và việc tăng cường sự đa dạng ngôn ngữ trong đánh giá ELF. Ngoài ra, tác giả cũng mong muốn đưa ra một mô hình xác trị có tính ứng dụng đối với người soạn và sử dụng bài thi., Tóm tắt tiếng anh, Real-world use of English involves speakers and listeners from various linguistic backgrounds whose primary goal is mutual comprehensibility and the majority of conversations in English do not involve speakers from the Inner Circle (Graddol, 2006
Kirkpatrick, 2007). Yet, rather than focusing on comprehensibility, many tests continue to measure spoken performance with reference to an idealised, native-speaker form, weakening the validity of these tests in evaluating authentic spoken communicative competence as it is used in a global lingua franca context and leading to a narrowing of the construct of ELF, or to the inclusion of construct irrelevant factors. Validation of a test of English as a tool for global communication includes demonstrating the link between the construct (real-world communicative ability in a particular context) and the test tasks and rating criteria (McNamara, 2006), and evidence to support the interpretation of a test score needs to be presented as part of the overall validity argument. First, this paper argues that the context of English use that many high-stakes test-takers aspire to - that of English for Academic Purposes (EAP) - is frequently an ELF context
second, Toulmin's (2003) argument schema is leveraged to explore what evidence is required to support warrants and claims that a test provides a valid representation of a test-taker's ability to use ELF. The framework as it relates to the validation of language tests in general is presented and the model is then applied to two tests of spoken English by way of illustration. Although examples are included, the main aim is to provide a theoretical justification for a focus on comprehensibility and the inclusion of linguistic variation in the assessment of ELF and to present a validation framework that can be applied by test developers and test users.

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