How should be speaking assessed

Abstract

The ever –growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English. In the article is discussed the problems and barriers which are very often met in the speaking process and the ways of assessing the communication process properly. Setting and marking a written test of grammar is relatively easy and time-effective. A test of speaking, on the other hand, is not. There are discussed very interesting and essential types of assessing: interviews, live monologues and recorded monologues, are shown their advantages and disadvantages as well. The author touches the problems of error and mistake correction and shows the way to the well organized exam. Analyzing what errors have been made clarifies exactly what the students have reached and helps to set the syllabus for future language work. In dealing with errors, teachers have looked for correction techniques that, rather than simply giving students the answer on a plate helps them to make their own correction. This may raise their own awareness about the language they are using. All the above mentioned types of assessing were experimented at Telavi State University on the freshman and sophomore students, who study the General English Course. In the article is also described the evaluation system which exists at Telavi state university and ways of verification of this system according to the teacher’s desire. After experiment are gained very interesting results, which gives us the possibility to plan the learning process properly and our university students will get the appropriate learning outcomes which is given in the foreign language teaching curriculum.