Spanish Speaking Test A-Level

Ana Belén Estella Cervello

Curricular Requirementsn Familiarization with AS Cambridge International Course

Description

n Integration of the four language skills through authentic materials

n Instruction materials

n appropriate to this level

n include authentic video/audio recording and written texts(radio broadcast, newspaper, etc)

n provide regular opportunities to practise speaking

Resource Requirements

n Rich variety of reading materials (more than textbook)

n Audio and video equipment/materials for speaking/listening development (computers, dvd players, etc)

n The school provides equipment and materials that facilitate significant speaking and listening practice for the students.

Candidates’ Performance

n Candidates were able to make good attempts at answering the questions as they were suited to the level of examination

n Candidates were asked questions on the topic and were assessed based on:

n comprehension and spontaneity

n fluency

n correctness of expression

Topic conversationn Assesses the ability to respond to a number of questions based on

topics specified on the syllabus.

n Candidates were asked questions on the topic and were assessed using the criteria of comprehension and spontaneity, fluency and correctness of expression.

n This section continues to be the most challenging part of the oral examination.

n Better performing candidates were spontaneous in their answers which tended to be extended and exhibited a wide range of vocabulary, idioms and sound grammatical structures.

n Evidence of significant conversational drilling

Candidates’ Performancen Primary sources of poor performance:

n incorrect grammar and lack of vocabulary

n the use of the subjunctive, conditional tense and subordinated sentences was scarce when moving away from memorized scripts

n general conversation component revealed weaknesses in vocabulary and grammatical competence

n weakness in fundamental structures e.g. verb tense, agreement, ser/estar, por/para and object pronouns

Candidates’ Performancen There were several very common recurring errors:

n using “disturbar” to express “disturbed”

n overuse of “simpático” and “interesante”

n subject-verb agreement / noun-adjective agreement

n incorrect verb tense

n ser and estar misuse

n conjugating the verb when infinitive is appropriate

Candidate’s performance

n Some candidates struggled with the general conversation component of the examination. Very often they did not understand the question asked and even if they did, they were handicapped by their limited vocabulary and restricted grammatical competence.

n The weaknesses revealed in this section were not dissimilar to the ones in Section III. Fundamental grammatical structures like verb tenses, agreement, ser and estar, por and para, object pronouns were frequently not known.

Recommendations

n opportunities must be created in the classroom for students to hear and to produce the language. There is a need for mock oral examinations to be conducted with frequency particularly in the year of examination.

n All modes of communication — Interpersonal, Interpretive, and Presentational — should be routinely used .

Recommendations

n Student preparation encompass regular practice of individual language skills, as well as integrated skills, either in the classroom or in a language laboratory, using authentic materials whenever possible .

n Students must be exposed to authentic language from the very beginning of language learning .

n Teachers should select level-appropriate materials in order to build the proficiency level required to do well on the exam

Recommendationsn Students need to be familiar with general differences and

variations in accent and register of speakers of Spanish in formal and informal circumstances .

n Some examples of authentic sources that could be used in the classroom are radio and television programs, videos, and audio magazines . Recordings may be authentic and unabridged.

n Reading should be extensive and intensive . Teachers should assign a wide variety of authentic reading materials ranging from literary texts to newspapers, magazine articles, and online publications . These materials should come from various Spanish-speaking areas .

Recommendationsn Students should be given ample opportunities to use Spanish in

both the Interpersonal and Presentational modes .Practice should include tasks that require impromptu speech as well as prepared oral presentations .

n Students should be able to participate in group discussions and conversation role-plays with other students, as well as present information in front of their classmates . The goal is for them to be able to convey meaningful messages following the appropriate norms of spoken language, including developing a sense of registers, settings, adequate vocabulary, and ways to address different audiences .

Preguntas

nPor favor, si alguien tiene alguna pregunta que no dude en hacerla.