Sentence examples for types of speaking from inspiring English sources

The course syllabus comprised different types of speaking activities.

O'Loughlin (2001) has made significant contributions to the understanding of the comparability of the two types of speaking tests; however, this study had two methodological limitations.

Using quantitative methods of analysis, this study evaluates how well four types of speaking tasks on proficiency and achievement tests account for students' speaking ability in an IEP.

In the IEP where the study was situated, efforts were made to cover the defined construct here through different types of speaking tasks at different levels of English language study.

When assessing speaking skills, the practicality of the tasks being used influences the extent to which the speaking construct can be represented, since the types of speaking tasks that can actually be administered depend largely on the resources that are available.

The issue of practicality when assessing speaking is especially important for IEPs, since many speaking tasks used for assessment purposes [in IEPs] tend to be performance-based, in order to reflect the types of speaking skills that ELLs need to demonstrate in the university setting (Gan, 2012).

We used three types of spoken disyllabic consonant-vowel (CVCV) stimuli as follows: (1) familiar native words, (2) phonologically native novel word-forms, and (3) novel word-forms comprising non-native phonology.

The materials were three types of spoken texts: dialogues with 6 9 utterances, conversations with 2 3 utterances, and short talks for about 20 30 seconds.

We generated 3 types of spoken language stimuli normal sentences (NP), anomalous sentences (AP), and unstructured strings of words (RWO), with 30 items in each condition.

In the functional MRI scanner, listeners heard three types of spoken stimuli that differentially loaded on syntactic and/or semantic processing: normal prose sentences were grammatically and semantically coherent, while anomalous prose sentences were grammatical but lacked coherent meaning and random word order lacked both grammatical and semantic structure.

She doesn't say too much but it's go-to-the-point type of speaking.