Lexical density in candidate output on direct and semi-direct versions of an oral proficiency test

Kieran O’Loughlin

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Discourse Analysis in Language Studies

Abstract

This article examines the effects of test format and task type on candidate output in direct and semi-direct versions of the oral interaction subtest of the access: test (the Australian Assessment of Communicative English Skills). Specifically, it contrasts the degree of 'orality' versus 'literacy' characterizing the audiotaped samples collected for the study from the perspective of lexical density, which provides a measure of the relationship between lexical and grammatical items in spoken or written discourse. The findings are discussed in relation to the degree of interactiveness and other factors which appear to influence lexical density. Finally, the results are examined in relation to the validity and interchangeability of the two kinds of oral proficiency tests.

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2012Spoken and Written Language 1994The validity of direct versus semi- direct oral tests 1992Research on the comparability of the oral proficiency interview and the simulated oral proficiency interview

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2011Productive vocabulary across discourse types 2011The Relationship of Lexical Richness to the Quality of ESL Learners’ Oral Narratives 2013Lexical density and readability: A case study of English Textbooks 2003Working memory capacity and fluency, accuracy, complexity, and lexical density in L2 speech production 2009Comparing Direct and Semi-Direct Modes for Speaking Assessment: Affective Effects on Test Takers 2002University Interpreting: Linguistic Issues for Consideration 2012Distinguishing features in scoring L2 Chinese speaking performance: How do they work?1998Assessing Speaking

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