Assessing speaking in Japanese junior high schools:
Issues for the senior high school entrance examinations

Appendix 1:

Original Survey (Abridged)

Q1: 授業でどのようなタスク（オーラルコミュニケーション活動）を主に使っていますか。下記の選択群からもっとも使われるタスクから順番に２つ選んでください。選択群にない場合、その他のところに具体的にお書きください。 Q2: どのようにスピーキング能力を評価しますか。主なものひとつ、下の中から選んでください。 Q9: 仮にスピーキングテストが高校入試の英語の一部に導入された場合、先生ご自身の授業の仕方に影響があると思われますか。(はい、いいえ）。またその理由をお書きください。 質問２で、２と答えられた方は質問８にお答えください

Appendix 2:

English Translation of Original Survey (Abridged)

A questionnaire survey of Japanese junior high school English teachers in Tokyo

The purpose of this questionnaire is to investigate speaking tasks which you conduct in assessing your students' speaking ability in the classroom. Please answer questions below: Your cooperation will be highly appreciated.

Question 1. What kind of tasks are used to facilitate oral communicative activities in your classes? Choose the two tasks from the most to the second tasks used below.

Task numbers: the most often used task ( )

Choices of tasks:
(1) Oral interview (2) Information gap (3) Show and tell (4) Skit (5) Other
Question 2. How do you evaluate your students' speaking ability? (Please choose the major one)

Your answer Number ( )

If your answer is 2, please go to question 8 (1) speaking tests (2) speaking ability is not evaluated at all (3) classroom observation (4) paper and pencil tests (5) the system entrance examinations (6) other/
(Your reasons)
Question 9. If speaking tests are introduced into entrance examinations, would the test affect you or your teaching? (Please give brief reasons for your answer). Your answer is (Yes / No)

(Your reasons)

Note that Questions 3, 4, 5, 6, and 7 were omitted due to space limitations.


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