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.
