@article{oai:icu.repo.nii.ac.jp:00002347,
 author = {中村, 優治},
 issue = {51},
 journal = {教育研究},
 month = {Mar},
 note = {本稿はスピーキング能力を言語能力テストの構成概念の考え方を基に，3 つの側面（モノローグ，ダイ
アローグ，マルチローグ）から捉え，アンケート方式により中学，高校，大学の先生が評価項目として
どのようなものを取り上げ，どの程度の相対的重み付けを行うのかを調査研究したものである．結果と
して，年齢が低い学年を教えている教員ほど，態度を重視していることが明らかになった．文法，語彙，
流暢さは大学でより重視されており，また，説得性に関してはどのレベルでも等しく重要と考えられて
いることがわかった．この分析結果が評価の実際の中で評価者の評価行動にどのように反映されている
のか，その実態の解明が継続課題となった．, A fundamental aspect of testing oral skills is the issue of interactivity. Effective communication is founded on one speaker having an effect on another, and on the reactions and responses between interlocutors. Each test format requires a great range of interactive skills such as delivering a monologue, participating in a dialogue, or multilogue (three way discussion). For raters, specific rating criteria should be taken into consideration because it is important to assess each skill correctly. The purpose of the paper, based on questionnaire results, is to assess the similarities and differences of rating criteria of student speaking skills among junior high school, high school and university level English teachers. The results indicate that attitude is seen as an important criterion at lower educational levels. Grammar, vocabulary and fluency are more weighted at university. However, persuasion, which seems difficult to measure, is equally important regardless of the level. Future study should examine how timethese results are reflected in the raters’ real rating.},
 pages = {133--141},
 title = {アンケート調査によるスピーキングテストの評価基準：モノローグ，ダイアローグ，マルチローグ},
 year = {2009}
}