Afrikaans text / In hierdie studie is die ontwikkeling van 'n meetmiddel vir die evaluering van mondelinge taalvaardigheid ondersoek. Relevante literatuur is bestudeer om duidelikheid te verkry oor die begrip mondelinge taalvaardigheid en die belangrikheid daarvan as sleutel tot kommunikasie, oor die probleme random mondelinge taalvaardigheid, die onderrig daarvan, die evaluering daarvan en die probleme wat met die evaluering daarvan verband hou. Die vereistes waaraan meting in die algemeen en die evaluering van mondelinge taalvaardigheid in die besonder moet voldoen, asook die faktore wat dit kan bel'..nvloed, is ondersoek. Van die bestaande toetse en metodes vir die evaluering van mondelinge taalvaardigheid is ontleed. 'n Alternatiewe model vir die ontwikkeling van 'n toets of metode wat die evaluering van mondelinge taalvaardigheid so geldig en betroubaar moontlik behoort te maak, is ontleed. Die probleme wat met so 'n evalueringsmetode gepaard sou gaan, is ontleed en moontlike oplossings daarvoor is gevind. Riglyne vir die ontwikkeling en die standaardisering van toetse in die algemeen en van mondelinge taalvaardigheid in die besonder is verkry. Onderwerpe waaruit 'n toets vir die evaluering van mondelinge taalvaardigheid in Afrikaans saamgestel kon word, is geskryf, gekeur en volgens spesifieke voorskrifte eksperimenteel uitgetoets. Die mondelinge taaluitinge is op klankkasset opgeneem en volgens vaste riglyne geevalueer. Statistiese verwerkings is uitgevoer en op grand van die verkree resultate is agt toetsvorms saamgestel. Een van die toetsvorms is saam met 'n ongestandaardiseerde mondelinge taalvaardigheidstoets en 'n objektiewe taaltoets, wat as kriteria vir die geldigheidsbepaling daarvan moes dien, in die praktyk toegepas. Dieselfde vorm is daarna saam met 'n tweede vorm van die toets toegepas om ook die geldigheid daarvan te bepaal. Na aanleiding van die empiriese gegewens is gevolgtrekkings oor die geldigheid en ander statlstiese eienskappe van die toets gemaak. Op grand daarvan is spesifieke aanbevelings oor die gebruik van die toets as model vir die evaluering van mondelinge taalvaardigheid gemaak. / In this study the development of a measuring instrument for the evaluation of oral language proficiency was investigated. Relevant literature was studied to reach a better understanding of the term oral language proficiency and in particular, its relevance to effective communication, the problems underlying oral language proficiency, the teaching thereof and the problems inherent in its evaluation. The requirements for a measuring instrument in general, and for the evaluation of oral language proficiency in particular, and the factors which influence such measurement were also investigated. A number of existing tests and methods for the evaluation of oral language proficiency were analysed. An alternative model for the development of a method to improve reliability and validity in the evaluation of oral language proficiency was examined. The problems connected to such a method were analysed and possible solutions were suggested. Guide-lines for the development and standardization of tests in general, and of oral language proficiency tests in particular, were recommended. Suitable topics for inclusion in a test for the evaluation of oral language proficiency in Afrikaans were compiled, selected and applied on an experimental basis according to specified directions. The oral responses of the testees were recorded on sound cassettes and evaluated according to specified directions. Statistical calculations were executed and on the basis of the results, eight test forms were finalized. One of the test forms, together with a non-standardized oral language proficiency test and a standardized objective language proficiency test which served as criteria for the determination of the validity of the test, was applied officially. The same test form, together with a second form of the test, was subsequently applied to a different group of testees in order to determine the validity of the second test form as well. On the basis of the empirical data, conclusions about the validity and other statistical characteristics of the test could be made. This in turn led to specific recommendations concerning the use of the test to serve as a model for the evaluation of oral language proficiency. / Educational Studies / D. Ed. (Empiriese Opvoedkunde)

Afrikaans text / In hierdie studie is die ontwikkeling van 'n meetmiddel vir die evaluering van mondelinge taalvaardigheid ondersoek. Relevante literatuur is bestudeer om duidelikheid te verkry oor die begrip mondelinge taalvaardigheid en die belangrikheid daarvan as sleutel tot kommunikasie, oor die probleme random mondelinge taalvaardigheid, die onderrig daarvan, die evaluering daarvan en die probleme wat met die evaluering daarvan verband hou. Die vereistes waaraan meting in die algemeen en die evaluering van mondelinge taalvaardigheid in die besonder moet voldoen, asook die faktore wat dit kan bel'..nvloed, is ondersoek. Van die bestaande toetse en metodes vir die evaluering van mondelinge taalvaardigheid is ontleed. 'n Alternatiewe model vir die ontwikkeling van 'n toets of metode wat die evaluering van mondelinge taalvaardigheid so geldig en betroubaar moontlik behoort te maak, is ontleed. Die probleme wat met so 'n evalueringsmetode gepaard sou gaan, is ontleed en moontlike oplossings daarvoor is gevind. Riglyne vir die ontwikkeling en die standaardisering van toetse in die algemeen en van mondelinge taalvaardigheid in die besonder is verkry. Onderwerpe waaruit 'n toets vir die evaluering van mondelinge taalvaardigheid in Afrikaans saamgestel kon word, is geskryf, gekeur en volgens spesifieke voorskrifte eksperimenteel uitgetoets. Die mondelinge taaluitinge is op klankkasset opgeneem en volgens vaste riglyne geevalueer. Statistiese verwerkings is uitgevoer en op grand van die verkree resultate is agt toetsvorms saamgestel. Een van die toetsvorms is saam met 'n ongestandaardiseerde mondelinge taalvaardigheidstoets en 'n objektiewe taaltoets, wat as kriteria vir die geldigheidsbepaling daarvan moes dien, in die praktyk toegepas. Dieselfde vorm is daarna saam met 'n tweede vorm van die toets toegepas om ook die geldigheid daarvan te bepaal. Na aanleiding van die empiriese gegewens is gevolgtrekkings oor die geldigheid en ander statlstiese eienskappe van die toets gemaak. Op grand daarvan is spesifieke aanbevelings oor die gebruik van die toets as model vir die evaluering van mondelinge taalvaardigheid gemaak. / In this study the development of a measuring instrument for the evaluation of oral language proficiency was investigated. Relevant literature was studied to reach a better understanding of the term oral language proficiency and in particular, its relevance to effective communication, the problems underlying oral language proficiency, the teaching thereof and the problems inherent in its evaluation. The requirements for a measuring instrument in general, and for the evaluation of oral language proficiency in particular, and the factors which influence such measurement were also investigated. A number of existing tests and methods for the evaluation of oral language proficiency were analysed. An alternative model for the development of a method to improve reliability and validity in the evaluation of oral language proficiency was examined. The problems connected to such a method were analysed and possible solutions were suggested. Guide-lines for the development and standardization of tests in general, and of oral language proficiency tests in particular, were recommended. Suitable topics for inclusion in a test for the evaluation of oral language proficiency in Afrikaans were compiled, selected and applied on an experimental basis according to specified directions. The oral responses of the testees were recorded on sound cassettes and evaluated according to specified directions. Statistical calculations were executed and on the basis of the results, eight test forms were finalized. One of the test forms, together with a non-standardized oral language proficiency test and a standardized objective language proficiency test which served as criteria for the determination of the validity of the test, was applied officially. The same test form, together with a second form of the test, was subsequently applied to a different group of testees in order to determine the validity of the second test form as well. On the basis of the empirical data, conclusions about the validity and other statistical characteristics of the test could be made. This in turn led to specific recommendations concerning the use of the test to serve as a model for the evaluation of oral language proficiency. / Educational Studies / D. Ed. (Empiriese Opvoedkunde)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Assessment of speech sound production in young children provides the basis for diagnosis and treatment of speech sound disorders. Standardized single-word articulation tests are typically used for identification of speech sound errors because they can provide an efficient means of obtaining a speech sample for analysis and comparison to same-age peers. A major criticism of single-word articulation tests is that they may not accurately reflect speech sound production abilities in conversation. Comparison of performance in single-word and conversational contexts has produced conflicting results in the available research. The purpose of the present study was to compare speech samples obtained using an extensive single-word naming task with samples of continuous speech elicited by sentence imitation. It was hypothesized that there would be differences in overall speech sound production accuracy as well as differences in types and frequency of errors across the two sampling conditions. The present study is a pilot investigation as part of the development of the Phonological and Bilingual Articulation Assessment, English Version (PABA-E; Gildersleeve-Neumann, unpublished). Twelve preschool children ages 3;11 to 4;7 (years;months) from the Portland Metropolitan area participated in this study. Participants were monolingual native English speakers and exhibited typical speech sound development as measured by the GFTA-2 (Goldman-Fristoe, 2000). Hearing acuity for participants was within acceptable limits, and participants' families reported no significant illnesses or developmental concerns that would impact speech sound production abilities. Mean t-scores for percentage of consonants correct (PCC) in the single-word samples were significantly higher at the .05 level than those for the sentence imitation samples. There was no significant difference between the percentage of vowels produced correctly (PVC) in the two sampling conditions. Similar types of error patterns were found in both the single-word and continuous speech samples, however error frequency was relatively low for the participant population. Only the phonological process of stopping was found to be significantly different across sampling conditions. The mean frequency of occurrence for stopping was found to be significantly higher in continuous speech as compared with the production of single-words.

Bibliography / Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished