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JFK ESLR > F Rubric > Flashcards

F Rubric Flashcards

1
Q

What are the 4 parameters for scoring Fluency?

A

1) Answer Length and Quality
2) Pronunciation and Accent
3) Pausing and Tempo
4) Intonation and Stress

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2
Q

Fluency 1 - Answer Length and Quality

A

manage very short, isolated, mainly pre-packaged utterances

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3
Q

Fluency 2 - Answer Length and Quality

A

make themselves understood in very short utterances or extremely slowly

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4
Q

Fluency 3 - Answer Length and Quality

A

Can keep going comprehensibly 2-4 simple sentences at a time in short bursts

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5
Q

Fluency 4 - Answer Length and Quality

A

responses averaging around 4-6 simple sentences

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6
Q

Fluency 5 - Answer Length and Quality

A

speak at great length consistently throughout the conversation while demonstrating almost effortless speech production

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7
Q

Fluency 6 - Answer Length and Quality

A

express themselves spontaneously and at length consistently throughout the conversation

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8
Q

Fluency 1 - Pronunciation and Accent

A

may severely compromise comprehensibility

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9
Q

Fluency 2 - Pronunciation and Accent

A

may hinder comprehensibility

Noticeable effort in articulating

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10
Q

Fluency 3 - Pronunciation and Accent

A

generally intelligible; however, they may occasionally be required to repeat themselves to be understood

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11
Q

Fluency 4- Pronunciation and Accent

A

clear, intelligible pronunciation, even if a foreign accent is sometimes evident and occasional mispronunciations occur

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12
Q

Fluency 5 - Pronunciation and Accent

A

errors are almost non-existent and accent is clear

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13
Q

Fluency 6 - Pronunciation and Accent

A

natural colloquial flow and native-like accent

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14
Q

Fluency 1 - Pausing and Tempo

A

Much pausing to search for expressions, to articulate less familiar words, and to repair communication

Tempo is choppy

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15
Q

Fluency 2 - Pausing and Tempo

A

Pauses, false starts, and reformulation are very evident

Unbearable haltingness and slowness

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16
Q

Fluency 3 - Pausing and Tempo

A

Pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production

Choppy when speaking longer and isn’t fluid but understand

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17
Q

Fluency 4 - Pausing and Tempo

A

sometimes be hesitant as they search for common patterns and expressions associated with the topics

Tempo is fairly even

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18
Q

Fluency 5 - Pausing and Tempo

A

Only a conceptually difficult subject can hinder a natural, smooth flow of language

Tempo is natural and approaching native like qualities

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19
Q

Fluency 6 - Pausing and Tempo

A

Can avoid or backtrack around any difficulties in expressing their meaning so smoothly that the listener is hardly aware of any trouble in expressing themselves

Tempo is native

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20
Q

Fluency 1 - Intonation and Stress

A

none

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21
Q

Fluency 2 - Intonation and Stress

A

none

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22
Q

Fluency 3 - Intonation and Stress

A

Rarely uses intonation and stress

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23
Q

Fluency 4 - Intonation and Stress

A

Can use stress and intonation however this is not always done correctly

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24
Q

Fluency 5 - Intonation and Stress

A

use intonation and stress, as well as natural pauses in sentence breaks (parsing) to add inflections to their longer trains of thought

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25
Q

Fluency 6 - Intonation and Stress

A

Can vary intonation and place sentence stress correctly in order to express finer shades of meaning

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26
Q

List the 2 Barriers to go from Fluency 1 to Fluency 2

A
  1. Only provides 1 or 2 words per response.

2. Pronunciation issues that make speaker extremely difficult to understand.

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27
Q

List the 3 Barriers to go from Fluency 2 to Fluency 3

A
  1. Thick accent or pronunciation that makes it nearly impossible to understand what the student is trying to express throughout the interview
  2. Unbearably slow, drawn-out pace of speech that has loses meaningful syntactical ties between words
  3. Pauses and silence outweigh period of speech
28
Q

List the 3 Barrier to go from Fluency 3 to Fluency 4

A
  1. Cannot consistently respond with more than 2-3 simple sentences at a time to open-ended questions.
  2. Presence of persistent pronunciation errors that consistently hinder comprehension.
  3. Accent too difficult to pierce through, hindering comprehension.
29
Q

List the 4 Barriers to go from Fluency 4 to Fluency 5

A
  1. Not able to speak at length (at least 4-6 simple sentence structures).
  2. Regular occurrences of pronunciation mistakes (though they don’t necessarily hinder comprehension on a systematic basis) or thick accent peppering longer trains of thought, that hinders easy comprehension.
  3. Odd intonation/inflection even when speaking rapidly or at length.
  4. Persistent choppiness in speech production that is uncomfortable to listen to in a longer contribution (i.e. persistent through the whole interview).
30
Q

List the 3 Barrier to go from Fluency 5 to Fluency 6

A
  1. Pronunciation, intonation, or accent that does not sound native or near-native.
  2. Stumbles, hesitations, or pauses that affect the natural flow of language.
  3. Unnatural parsing of sentences.
31
Q

Speakers have great difficulty communicating meaning due to using isolated words and expression with long, frequent pauses.

A

Fluency 1

32
Q

Speakers spend more time searching for words than actually speaking

A

Fluency 1

33
Q

Choppiness is very evident along with severe pronunciation problems

A

Fluency 1

34
Q

Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of this group.

A

Fluency 1

35
Q

Fluency is impaired by pronunciation issues that affect understanding.

A

Fluency 2

36
Q

Speakers can either talk clearly in an incredible slow, forced way, or they speak more quickly but their pronunciation or accent is so garbled or thick that it prevents consistent meaningful comprehension on the listener’s part.

A

Fluency 2

37
Q

Relies on very short utterances to make themselves understood.

A

Fluency 2

38
Q

Speakers have a lot of pauses, false starts, and reformulations and stumbling.

A

Fluency 2

39
Q

Noticeable effort in articulating words and phrases

A

Fluency 2

40
Q

Unbearable haltingness and slowness in planning (or attempting) grammatically and lexically correct speech.

A

Fluency 2

41
Q

Speakers usually have pronunciation issues or an accent which may hinder comprehensibilty

A

Fluency 3

42
Q

Speakers may show choppiness in pace and frequent pauses, especially when attempting to speak in longer stretches.

A

Fluency 3

43
Q

May sometimes speak in short burst interspersed by pauses

A

Fluency 3

44
Q

Some pronunciation mistakes or accent issues that may require the student to occasionally repeat themselves.

A

Fluency 3

45
Q

Choppiness in pace when speaking for longer stretches

A

Fluency 3

46
Q

Evidently and frequently pausing or hesitating to look for the right words or grammar patterns. (grammatical or lexical planning)

A

Fluency 3

47
Q

Frequent pausing to correct words or grammar patterns

A

Fluency 3

48
Q

Speech may not convey a sense of fluidity but is comprehensible over long stretches.

A

Fluency 3

49
Q

Speakers have a fairly good control on their pace and tempo of their speech, as well as the length at which they can speak.

A

Fluency 4

50
Q

Pronunciation and accent or less problematic at this point and speech production begins to feel more natural.

A

Fluency 4

51
Q

Can give lengthier responses and start to participate in a give and take of conversational Q&A that feels somewhat natural and not a strain for the interviewer or listener

A

Fluency 4

52
Q

Sometimes a speaker has the pace or tempo more characteristic of a fluency 5 speaker but is held back because of what?
and why?

A

Accent is very thick.

Instead of placing them in Fluency 3 for accent, speakers are kept at a Fluency 4 for their ability to speak at length, which is a higher level of accomplishment in Fluency.

53
Q

Speaks at a fairly even tempo, in which halting mid-sentence or every few words is rare.

A

Fluency 4

54
Q

May have some hesitancies in searching for patterns and expressions but have few noticeably long pauses when they do so.

A

Fluency 4

55
Q

Can respond quickly and spontaneously on simpler, familiar topics using common grammatical patterns.

A

Fluency 4

56
Q

Speakers are characterized by natural flow, excellent accent/pronunciation, and the presence of good intonation and stress

A

Fluency 5

57
Q

Speakers at this level only show choppiness or hesitations due to struggling with thought rather than struggles with speech production.

A

Fluency 5

58
Q

Effortlessly employing a mixture of simple and complex language forms in order to respond to questions at length.

A

Fluency 5

59
Q

Definitely comfortable with expressing longer trains of thought on more complex topics.

A

Fluency 5

60
Q

Proper stress/inflections on words and proper parsing of sentences.

A

Fluency 5

61
Q

What does parsing of sentences mean?

A
  • examine each word and clause in order to work out their grammatical type
62
Q

Speakers speak at a spontaneous pace with a native-like accent.

A

Fluency 6

63
Q

There are no pronunciation, accent, or intonation issues

A

Fluency 6

64
Q

Less likely to pause much in expressing themselves

A

Fluency 6

65
Q

Able to parse sentences in natural breaks between words and clauses.

A

Fluency 6

66
Q

Able to use circumlocution easily to talk around a topic they may not have precise vocabulary or precise opinions on difficult subjects that they lack knowledge of, in such a way that it is unnoticed by those in the conversation

A

Fluency 6

JFK ESLR (5 decks)

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