Assessing Speaking

Among the macro skills of language, it has been widely recognized that speaking, particularly in a second or foreign language, is the most difficult language skill to assess. The various directions and foci in the testing of speaking abilities of learners frequently lack solid grounding on theory and pedagogy and reliable test designs (Pennington, 1999; Celce-Murcia, Brinton, & Goodwin, 1996). This is due, for the most part, to the difficult matching of the testing goals and the appropriate instruments and tasks for assessment. Speaking as a major construct for testing is likewise divided into different criteria with highly diverse applications. The testing of pronunciation (both segmentals and suprasegmentals), spoken grammar, spoken vocabulary, and even sociolinguistic applications of speech all fall into the construct of speaking but largely require discrete test designs and measures. This is a challenge for classroom teachers and researchers of learners’ speaking abilities. Knowing what to test specifically and how to conduct the testing process require applicable theories and valid procedures that map out the direction of the assessment strategy. As a result, drawing upon applied linguistic theories on what is to be tested in speaking becomes essential for teachers and researchers. Sari Luoma’s book attempts to provide these necessary theories, concepts, and issues in the assessment of speaking.