抄録
The purpose of this study is to examine how English teachers evaluate students' speech presentation and whether their holistic ratings have some correlations with linguistic features by objective measures of accuracy, fluency, and complexity, and with students' peer evaluation. The present data employed are (a) transcribed utterances in speech presentation by 21 senior high school students, (b) an ALT's and a JTE's holistic rating scores, and (c) peer evaluation data from the classmates. The results of the study show that the holistic rating scores are significantly in correlation with measures of accuracy (i.e., the number of error-free clauses per clause), and other linguistic features (i.e., the number of words, the number of clauses, and the number of types). The results also indicate that the average of the two teachers' holistic ratings correlate to students' evaluation in attitude and manner of speaking and in accuracy and concision, and that the JTE's ratings correlate to students' evaluation in fluency.
