Study Guide

Field 126: Japanese CST
Presentational Speaking

Recommendation for individuals using a screenreader: please set your punctuation settings to "most."

Review the speaking assignment tutorial video .

Directions for Presentational Speaking Assignment

For the Presentational Speaking section of the test, you will record a spoken response to an assignment presented on-screen.  start bold You must respond to the assignment in the target language. end bold 

The assignment will be displayed on the next screen and the screen timer will count down the allotted preparation time (refer to the upper right corner of the screen to monitor the preparation time remaining).   start bold You may take up to 12 minutes to review the assignment and prepare your response. end bold   Please note that you are not required to take the entire 12 minutes; however,  start bold if you choose to advance to the next screen to start your response before the preparation time is over, you will not be able to go back. end bold 

When the preparation time is complete, the screen will automatically advance, and you will record your response to the assignment.  Do NOT begin speaking until the screen advances and you see the recorder presented on-screen.  A tone will indicate when to begin speaking and the status on the recorder will show “Recording.”   start bold You may take up to 3 minutes to record your response. end bold   A sample of the recorder appears below.

 start bold You will have three minutes to record your response. end bold   Monitor your time by referring to the timer, which will count up from 00:01 to 03:00.  Bars will appear with the sound of your voice to indicate that recording is in progress.

When your recording time is over, the status will change to "Complete," indicating the conclusion of the assignment.

You will automatically be advanced to the next screen.  DO NOT click the  start bold Next end bold  button unless you have finished recording your response with time remaining and wish to move to the next screen.   start bold If you advance to the next screen with recording time remaining, you will not be able to go back. end bold 

Your response will be evaluated according to the following criteria:

• start bold APPROPRIATENESS: end bold The extent to which the response uses the candidate's own words, demonstrates engagement with the provided passage, establishes a position on the issue presented in the question, and uses language, style, and sociolinguistic conventions appropriate for the assignment (task, context, and specified audience)
• start bold SUPPORT: end bold The extent to which the response supports the established position with information (appropriately cited details, quotations, and paraphrases) from the provided passage and the candidate's own ideas or examples
• start bold FLUENCY: end bold The extent to which the response communicates clear and logically sequenced ideas delivered with a consistent flow of speech, intelligible pronunciation, and appropriate intonation
• start bold GRAMMAR: end bold The extent to which the response uses a range of appropriate grammatical constructions, time frames, and sentence structures
• start bold VOCABULARY: end bold The extent to which the response uses a range of appropriate vocabulary and idiomatic language

Your response will be evaluated on the criteria above, not on the position you take. In your response, you must use your own words. With the exception of appropriately identified quotations and paraphrases from the passage, the response must be your own.

You may use the erasable notebooklet provided to take notes; however, start bold you will be scored only on the response that is recorded in the exam. end bold You will have only start bold ONE end bold opportunity to record your response. Be sure that your microphone is in a downward position near your mouth before you begin speaking.

Select the  start bold Next end bold  button to continue.

Sample Presentational Speaking Assignment

Competency 0004 
Presentational Speaking

start italics [The examinee will see on screen and hear the following directions:] end italics

start bold You will have 12 minutes to review the assignment and the passage provided and to prepare your response. Then, the screen will automatically advance and recording will begin. The assignment and the passage will remain on the screen during recording. You may take up to 3 minutes to respond to the assignment. You will be told when the preparation time is over and the recording is about to begin. Begin reviewing the assignment and preparing your response now. end bold

start italics [The examinee will see on screen ONLY:] end italics

小学生に携帯電話を持たせるべきだと思いますか。

Imagine that you are addressing an audience of educated adults. Speaking in Japanese, respond to the question above. In your response, you must:

• state your position on the issue presented in the question; and
• support your position by:
  • citing relevant information from the passage, and
  • providing your own relevant ideas or examples.

In your response, you must use your own words. With the exception of appropriately identified quotations and paraphrases from the passage, the response must be your own.

start italics [The examinee will see on screen ONLY:] end italics
start bold Passage from an article published on the website 『日経DUAL』: end bold

今や、小学生の約4割が携帯電話（ケータイ）を持っています。子どもの小学校入学や新学期に合わせて、購入こうにゅう¹ footnote 1 を検討けんとう² footnote 2 し始めた家庭もあるでしょう。その一方で「本当にケータイを持たせて大丈夫なの？」と、不安に思う声も根強くあります。

そもそも親が子どもにケータイを与えるきっかけは何なのでしょうか。

モバイルに特化した調査研究機関、MMD研究所の調査によると、一番の理由は、子どもと「緊急時きんきゅうじ³ footnote 3 に連絡が取れる」から。そして「塾や習い事の際に連絡が取れる」「防犯グッズとして使える」という理由が続きます。子どもにケータイを持たせるのは、親がわが子の安全を確認かくにんするためと言えます。

[. . .]

反対にケータイを持たせる不安としては、「ゲームなど、勉強の妨さまたげになる」「有害ゆうがいな情報へアクセスしてしまう」が上がっています。子どもが親の意図いとしない使い方をすることに不安を持つ保護者ほごしゃは少なくありません。

_______________________

¹ footnote 1 purchase

² footnote 2 consider

³ footnote 3 emergency

_______________________

---

『日経DUAL』 2014年3月26日掲載「小学生にケータイを持たせる是非と最新機種選び」(執筆：北野知美) / Excerpt by “Pros and cons of giving elementary school children cell-phones and how to choose the latest models”, Tomomi Kitano, Nikkei Dual, 2014.03.26, http://dual.nikkei.co.jp/article.aspx?id=2178

start italics [After 12 minutes of silence, the examinee will hear:
"Your preparation time is now over. At the conclusion of these directions, the screen will automatically advance and recording will begin. Begin speaking when you see the recorder presented on the next screen. Prepare to begin speaking now."] end italics

start italics [If examinee clicks "Next" before the preparation time is over, the following warning appears in a pop-up:
"You have chosen to begin speaking before your 12 minutes of preparation time has ended. If you click "Yes" below, the screen will advance and recording will automatically begin. Are you sure you want to begin speaking now?"] end italics

start bold  start uppercase DO NOT end uppercase  click the Next button unless you have finished recording your response. end bold

start italics [After 3 minutes of recording, the status on the recorder will change to "Complete" and the examinee is automatically advanced to the next screen.] end italics

Sample Strong Response to Presentational Speaking Assignment

play stop

mute max volume

 

 

repeat

 

Update Required To play the media you will need to either update your browser to a recent version or update your Flash plugin.

Having trouble with the audio player? Right-click and download the .mp3.

Transcript for the Sample Strong Response to Presentational Speaking Assignment Enter to expand or collapse transcript. Transcript expanded

[Note: In the transcript below, there are two-dot and/or three-dot ellipses. Two dots indicate that the speaker paused. Three dots indicate that the speaker omitted text when quoting from the article.]

私は小学生の子どもたちに携帯電話を持たせるべきだと思います。なぜならああ、今の子どもたちはたくさん習い事をしているから..家にいなかったり、両親が働いているから家族みんながちがう所にいるからです。

ああ、それに、日本では小さい子どもが一人で留守番することが..よくありますが、家に電話がない家庭も増えていて、ええ、連絡がとれないので心配です。

でも、..子どもたちから、が携帯電話を持っているば、いつでも子どもたちがどこにいるか分かります。それに緊急のときにも連絡をとることができて、便利です。子どもたちが携帯電話を使って、ええ、勝手にゲームをしたり、有害な情報にアクセスしたりする危険もありますが、そのことを絶対にしないというルールを作れば、問題は起きないでしょう。ああ、それ に、今は子ども用の携帯電話の種類が多いので、..自分の家族にいい電話を見つけることができるでしょう。子どもの安全を考えると、携帯電話を持たせるメリットはとても大きいと思います。

Note: The sample strong response for the presentational speaking assignment is an example of a response that a candidate might record. While the sample response demonstrates effective presentational speaking skills, it could contain typical errors that candidates may produce when speaking in the target language. Please see the rationale below for more details.

Rationale for Sample Strong Response to Presentational Speaking Assignment

The response communicates clear and logically sequenced ideas, delivered with a good flow of speech, few pauses, and largely intelligible pronunciation and appropriate intonation. The candidate establishes a clear position on the issue presented in the question and largely supports the established position with relevant information from the passage, as well as his or her own relevant ideas and examples. Overall, the response demonstrates a good level of engagement with the passage.

The response largely uses the candidate's own words and uses a range of vocabulary and idiomatic language, as well as a style and sociolinguistic conventions that are largely appropriate for the assignment. The candidate uses a range of appropriate grammatical constructions, time frames, and sentence structures. Errors are minor and do not interfere with overall comprehensibility. Examples of such errors include an incorrect use of the "ーたりーたり" idiom (いる instead of いたりする), an incorrect use of a particle (から—self-corrected to が), an incorrect "ru" verb agreement (いるば instead of いれば), an incorrect choice of pronoun (その instead of それら), as well as an awkward word choice for the context (いい電話 instead of a more precise expression such as 合う機種).

Performance Characteristics for Presentational Speaking Assignment

The following characteristics guide the scoring of responses to the Presentational Speaking assignment.

APPROPRIATENESS	The extent to which the response uses the candidate's own words, demonstrates engagement with the provided passage, establishes a position on the issue presented in the question, and uses language, style, and sociolinguistic conventions appropriate for the assignment (task, context, and specified audience)
SUPPORT	The extent to which the response supports the established position with information (appropriately cited details, quotations, and paraphrases) from the provided passage and the candidate's own ideas or examples
FLUENCY	The extent to which the response communicates clear and logically sequenced ideas delivered with a consistent flow of speech, intelligible pronunciation, and appropriate intonation
GRAMMAR	The extent to which the response uses a range of appropriate grammatical constructions, time frames, and sentence structures
VOCABULARY	The extent to which the response uses a range of appropriate vocabulary and idiomatic language

Score Scale for Presentational Speaking Assignment

A score will be assigned to each response to the Presentational Speaking assignment according to the following score scale.

Score Point	Score Point Description
4	start bold The "4" response demonstrates effective presentational speaking skills. end bold
3	start bold The "3" response demonstrates generally effective presentational speaking skills. end bold
2	start bold The "2" response demonstrates partially effective presentational speaking skills. end bold
1	start bold The "1" response demonstrates ineffective presentational speaking skills. end bold
U	The response is unscorable because it is inaudible or unintelligible, merely a repetition of the assignment, not related to the assignment, not primarily in the target language, or not of sufficient length to score.
B	There is no response to the assignment.

---

Copyright © 2016 by the New York State Education Department