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Chapter 14. Speaking

Complexity, accuracy, fluency, and functional adequacy (CAFFA)
  • Folkert Kuiken and Ineke Vedder
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Instructed Second Language Acquisition Research Methods
This chapter is in the book Instructed Second Language Acquisition Research Methods

Abstract

This chapter focuses on the assessment of oral performance in a second language (L2), viewed from the perspective of task-based language assessment and instructed second language acquisition. The notion of L2 proficiency, as presented in the Common European Framework of References (Council of Europe, 2001), rests on two pillars that have to be taken into account when measuring L2 speaking: (1) the linguistic dimension, referring to the complexity, accuracy, and fluency (CAF) of the speaker’s utterances; and (2) the communicative dimension, concerning the appropriateness and effectiveness of the message to be conveyed, labeled functional adequacy (FA). Whereas the majority of studies on the assessment of learner performance have focused on CAF, little attention has been devoted to the functional aspects of L2 performance. The rationale underlying the present chapter is that assessing L2 speaking is impossible without considering both CAF and FA (henceforth, CAFFA) and the mutual relationship between the two constructs. It is argued that L2 speaking should not only be assessed by measures along the CAF-triad but also in terms of FA. The chapter discusses the theoretical underpinnings and applicability of a rating scale for FA (Kuiken & Vedder, 2017, 2018).

Abstract

This chapter focuses on the assessment of oral performance in a second language (L2), viewed from the perspective of task-based language assessment and instructed second language acquisition. The notion of L2 proficiency, as presented in the Common European Framework of References (Council of Europe, 2001), rests on two pillars that have to be taken into account when measuring L2 speaking: (1) the linguistic dimension, referring to the complexity, accuracy, and fluency (CAF) of the speaker’s utterances; and (2) the communicative dimension, concerning the appropriateness and effectiveness of the message to be conveyed, labeled functional adequacy (FA). Whereas the majority of studies on the assessment of learner performance have focused on CAF, little attention has been devoted to the functional aspects of L2 performance. The rationale underlying the present chapter is that assessing L2 speaking is impossible without considering both CAF and FA (henceforth, CAFFA) and the mutual relationship between the two constructs. It is argued that L2 speaking should not only be assessed by measures along the CAF-triad but also in terms of FA. The chapter discusses the theoretical underpinnings and applicability of a rating scale for FA (Kuiken & Vedder, 2017, 2018).

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction to the volume xi
  5. List of contributors xix
  6. Section 1. Introduction
  7. Chapter 1. Getting started 3
  8. Section 2. Identifying your research approach
  9. Chapter 2. Quantitative research methods in ISLA 31
  10. Chapter 3. Qualitative ISLA research methodologies and methods 55
  11. Chapter 4. Mixed methods research in ISLA 79
  12. Chapter 5. Replication research in instructed SLA 103
  13. Section 3. ISLA research across methodological approaches
  14. Chapter 6. Unique considerations for ISLA research across approaches 125
  15. Section 4. Designing instructional interventions for specific skills & competencies
  16. Chapter 7. Pragmatics 149
  17. Chapter 8. Vocabulary 181
  18. Chapter 9. Grammar 207
  19. Chapter 10. Pronunciation 233
  20. Chapter 11. Listening 257
  21. Chapter 12. Reading 281
  22. Chapter 13. Writing 305
  23. Chapter 14. Speaking 329
  24. Section 5. Sharing your research
  25. Chapter 15. Contributing to the advancement of the field: 355
  26. Index 379
https://doi.org/10.1075/rmal.3.14kui

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction to the volume xi
  5. List of contributors xix
  6. Section 1. Introduction
  7. Chapter 1. Getting started 3
  8. Section 2. Identifying your research approach
  9. Chapter 2. Quantitative research methods in ISLA 31
  10. Chapter 3. Qualitative ISLA research methodologies and methods 55
  11. Chapter 4. Mixed methods research in ISLA 79
  12. Chapter 5. Replication research in instructed SLA 103
  13. Section 3. ISLA research across methodological approaches
  14. Chapter 6. Unique considerations for ISLA research across approaches 125
  15. Section 4. Designing instructional interventions for specific skills & competencies
  16. Chapter 7. Pragmatics 149
  17. Chapter 8. Vocabulary 181
  18. Chapter 9. Grammar 207
  19. Chapter 10. Pronunciation 233
  20. Chapter 11. Listening 257
  21. Chapter 12. Reading 281
  22. Chapter 13. Writing 305
  23. Chapter 14. Speaking 329
  24. Section 5. Sharing your research
  25. Chapter 15. Contributing to the advancement of the field: 355
  26. Index 379
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