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Benefits of testing the four skills (reading, listening,
writing and speaking)
When we say that someone “speaks” a language
fluently, we usually mean that they have a high level in all
four skills – listening, speaking, reading and writing. But, as
any teacher knows, learners often have strengths or weaknesses in particular skills, and in some cases can
achieve high levels in, for example, reading and writing,
while not being able to speak or listen at a comparable
level.
For some purposes – highly specialised jobs, for
example – these uneven skills may not matter very much.
However, English is such an important skill in the global
world, and needed in so many different contexts, that
someone without a good ability in all four skills will greatly
reduce the opportunities open to them in education and
professional life.
If we want to assess someone’s speaking ability,
we must get them to speak. The same applies to all the
other skills. We can’t infer ability in one skill (e.g. speaking)
from performance in another (e.g. listening), or from using
tests of language knowledge, e.g. grammar, vocabulary, as
proxies for communicative language ability. Therefore if we
want to accurately assess communicative language ability,
we need to include tasks which elicit a wide range of skills
related to communicative language.
The Common European Framework of Reference
(2001) extends the definition of communicative language
ability into five skills, and divides speaking into two skills:
spoken production and spoken interaction. This is based on
the evidence that these two skills are different, since one
involves only monologue-type speech and the other
involves being both a speaker and a listener at the same
time. A test of communicative language, therefore, needs to
include both spoken production and spoken interaction.
Adaptado de: GALACZI, Evelina. 2018. Disponível
em: https://www.cambridgeenglish.org/blog/benefits-oftesting-the-four-skills/. Acesso em: 30 mar. 2021.