| 研究実績の概要 |
Speaking evaluation is an ongoing challenge for many classroom practitioners. How to more effectively assess speaking proficiency of language is therefore an ongoing multifacted development. Speaking measurement remains controversial because it varies depending on the objectives of the speakers and the contexts in which they are in (Housen & Kuiken, 2009; Norris & Ortega, 2009). Researchers in the past three decades often measured second language (L2) speaking proficiency in terms of three constructs: complexity, accuracy, and fluency (CAF) (Ellis & Barkhuizen, 2005; Norris & Ortega, 2009). While communicative adequacy is argued to be another measurement of speaking proficiency because it evaluates the degree to which speakers are successful in achieving the objective of their speaking task (Pallotti, 2009). However, similar to the previous CAF triad, the measurement of communicative adequacy is not without criticisms because the evaluation criteria for assessing the overall speaking performance of learners and the contribution of each criteria towards the overall evaluation remain controversial. This project aims to conceptualize EFL communicative adequacy and to develop rater evaluation rubrics for measuring the speaking performance of Japanese university students.
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