Abstract: Oral test is an important part of the exam. This paper discusses the significance, feasibility and design of oral English test in higher vocational colleges. Oral English test in higher vocational colleges plays a positive role in improving students' oral English application ability, improving the quality of running schools in higher vocational colleges and promoting the reform of English teaching in higher vocational colleges.

Paper Keywords: Oral Test Significance Feasibility Oral Test Design

First of all, the significance of oral test to English teaching in higher vocational colleges;

1. Oral test meets the basic requirements of English teaching in higher vocational colleges.

As the first English course teaching document issued by the Ministry of Education, "Basic Requirements for English Course Teaching in Higher Vocational Colleges" is put forward in the basic requirements. Practical, enough? Policy; Aiming at cultivating students' practical ability, highlighting the practicality and pertinence of teaching content, and clearly putting forward? Give priority to practicality and aim at application? The teaching goal of English course is to cultivate students' language application ability. This is a brand-new teaching concept with the characteristics of higher vocational education, which fully embodies the direction of higher vocational reform. It is necessary to cultivate students with the necessary basic knowledge of English language, but also to emphasize the cultivation of students' oral expression ability in using English for foreign-related business work. Therefore, only by increasing oral test can we improve the existing test system, ensure the coordinated development of listening, speaking, reading, writing and translation, and truly realize the teaching objectives of English courses in higher vocational colleges.

2. The current situation of English test in higher vocational colleges requires the increase of oral test.

The reform of English teaching in higher vocational colleges should correctly handle the relationship between language testing and teaching, and language testing should comprehensively evaluate students' comprehensive ability to use language in listening, speaking, reading, writing and translation. At present, the college English proficiency test (including Grade A and Grade B) is an examination to evaluate English teaching in higher vocational colleges. Although both A-level and B-level written tests have corresponding oral tests, the scale of the oral test is not large and it is not popular, which sets a certain threshold for candidates taking the oral test. Only candidates with written test scores above a certain level can sign up for the oral test, so few students can understand and take the oral test, which shows to some extent that the current language testing system has not been popularized and can not meet the requirements of the majority of candidates scientifically. Therefore, increasing oral examination can further improve the existing examination system and truly achieve comprehensiveness.

3. The implementation of oral test is helpful to improve English teaching in higher vocational colleges.

Examination often plays a baton role in China's teaching. What teachers teach depends on what they learn, and what students learn depends on what they learn. Nowadays, most of them are written tests, so teachers in many schools mainly pursue passing rates and cope with exams, which objectively reduces the requirements for students' English application ability. Students have learned so many words and grammar, but they can't use, understand or speak them. ? Dumb English phenomenon? It is more prominent in public school students. Therefore, if the oral test is increased and the positive backwash is enhanced, on the one hand, students can pay attention to oral training, improve their language production ability and avoid it. High scores and low energy? On the other hand, teachers will really change the phenomenon of attaching importance to knowledge transmission, ignoring skill training, attaching importance to exam-oriented teaching and ignoring quality training in the teaching process, so as to adapt to the formal standards of English teaching evaluation in higher vocational colleges in the future, and teachers will also be more clear about the tasks and objectives of English teaching in higher vocational colleges, so as to adapt to the changing new situation at home and abroad and improve the level and quality of English teaching.

Second, the feasibility of oral test

1. From the aspect of oral test ability

At present, the ability to hold large-scale oral examinations in China has gradually taken shape. The difficulty of oral examination lies in its simple design, but it is difficult to implement and the score is not objective. However, in recent years, there are many organizational methods and scoring methods for reference. For example, there are eight years of Putonghua proficiency test, CET-4 and CET-6, pets and other language tests. We can learn from their test experience, foster strengths and avoid weaknesses, and design questions and more objective scoring methods suitable for oral test in higher vocational colleges.

2. Explore from the form of oral examination.

Facing a large number of non-English majors, how to conduct an effective, credible and practical large-scale oral test is a big topic. At present, oral test can be divided into three categories: face-to-face test, paper test and semi-direct oral profit test. In addition, these three forms of oral examination have their own advantages and disadvantages. However, it cannot be ignored that with the enhancement of the role of auxiliary teaching, the implementation of oral test is easier, and computer test can greatly reduce the test, which will surpass direct oral test and indirect oral test in validity and reliability.

3. The overall oral English level of higher vocational students has been greatly improved, and the target group of oral English test has been initially formed.

At present, English has been popularized earlier in China, and English courses have been offered since primary school, and even since early childhood education in quite a few cities, students' basic English ability has been continuously strengthened, especially their English listening and speaking ability, which has laid a solid foundation for the popularization of oral English examination.

4. The trend of teaching reform in higher vocational colleges and the atmosphere of oral examination are good.

With the deepening of internationalization in China, there are more and more opportunities to use English, and the requirements for spoken English are getting higher and higher. Since the early 1990s, under the direct leadership of the Ministry of Education of People's Republic of China (PRC), the teaching reform of English courses in higher vocational education in China has been deepened and remarkable achievements have been made. Give priority to practicality and aim at application? Curriculum system with the characteristics of the times. In recent two years, practical oral English competition held in higher vocational colleges is to motivate students to improve their oral English and fully demonstrate their oral expression ability, because poor oral English is still an urgent problem in higher vocational English teaching. In this upsurge of teaching reform, it is undoubtedly a natural trend to increase oral English test, which can also play a very good guiding role in English teaching.

Third, the oral test design

Among all the tests, the oral test is the most difficult to give questions, implement and grade, while the level of higher vocational students is uneven, making it more difficult to achieve objective and fair test results. The purpose of oral test is to improve students' oral expression ability and information exchange ability. The key to the test is to design reasonable content and form, so that it can not only reflect the teaching results scientifically, but also produce reasonable teaching after-effects. The author will discuss the design of oral English test from the following three aspects.

1. Judging from the content of the oral test,

The evaluation of candidates' oral application ability mainly considers their solid and accurate grasp of language foundation and the difficulty of language application. The assessment of language foundation can start with phonetics, vocabulary and grammar. In the oral test, we should not only test individual pronunciations, but also test the pronunciations in coherent languages, including the mastery and application of tone sandhi methods such as linking and ellipsis. At the same time, we should also consider the mastery and application of words, sentences, stress and intonation contrast. As for vocabulary and grammar, as the basis of language communicative competence, we should pay attention to the differences between them in spoken and written language and in comprehensible and expressive language in the test as the content of oral test. Therefore, in the oral English test in higher vocational colleges, it is necessary to measure the appropriateness of word selection. The choice of words should not only adapt to oral communication, but also adapt to the social context factors such as the theme, object and scene of the conversation, requiring smooth and natural language expression and rapid and accurate understanding.

2. Oral test questions

The first type: mechanical oral examination. The main purpose of this oral test is to test students' basic knowledge and skills, especially to evaluate candidates' mastery and use of English pronunciation and intonation, so as to encourage students to speak and initially improve their ability to use English.

Typical question type: text reading. Reading aloud can not only test pronunciation and intonation, but also assess the fluency of oral English and the solid mastery of grammar to a certain extent. The division and pause in reading can reflect the basis of candidates' English communicative competence. The advantage of this type of question is to improve students' mastery of basic knowledge and the cultivation of basic skills.

The second type: prepared oral examination. The main purpose of this kind of oral test is to test students' high English proficiency through their preparation, give them some preparation time and pay attention to the process.

The basic questions are: retelling; Oral report; Look at the picture and speak; Role-playing; Tell stories, etc. The advantage of this oral test is to urge students to gradually improve their ability to use English in activities.

The third type: unprepared oral examination. The main purpose of this oral test is to test students' comprehensive ability to use English in a certain situation, how to use language creatively and increase the sense of reality in language practice.

? The basic questions are: simple interview; Instant interview; Discuss the problem; Talk freely, etc. This kind of oral test is difficult, but it can quickly improve oral expression ability and apply what you have learned.

Of course, every oral test should take into account these three types of questions. Due to the limited examination time and the large number of candidates, only one assessment content can be selected for each question type. How difficult is each set of questions? Number of questions? The scope of play should be basically the same. It can not only examine students' practical communicative competence, but also improve students' oral expression level, so that students can be fair? Show your style in a fair, relaxed and harmonious environment.

3. Speaking test standard:

In order to improve the validity and reliability of oral test, two scoring standards can be adopted: comprehensive scoring standard and analytical scoring standard. Comprehensive score is also called overall score or impression score. The scoring standard is a brief overall description of candidates' oral ability according to different grades. Graders can classify candidates into corresponding grades according to their overall impression of their oral performance, such as excellent, good, medium, poor, poor, etc., and can convert them into corresponding scores when necessary. This level mainly evaluates candidates' oral communication ability, focusing on the communicative effect of their speech acts. Analytical scoring standard is a scoring method, which divides the basic elements of language structure into grades, such as pronunciation and intonation, grammar, vocabulary, discourse use, communicative interaction and so on. , evaluate the candidates' performance one by one, and then evaluate the scores. This grading standard pays more attention to the accuracy of phonetic form and language structure than to the overall communicative effect. Generally speaking, the overall scoring standard has high validity, low reliability and is not easy to master, and the analytical scoring standard has low validity, high reliability and is easy to master.

Four. Concluding remarks

As far as efficiency is concerned, examination is not an end, but a means to evaluate and monitor the effect of teaching and learning. Therefore, doing well in teaching is the fundamental means to improve the level and ability of candidates. However, due to the unique subjective and objective difficulties in oral English teaching, such as the establishment of teachers and classes, in order to urge teachers to really attach importance to oral English teaching in higher vocational colleges in teaching practice and improve their oral English application ability, it is necessary to assess their oral English teaching performance in the exam, otherwise, oral English teaching will lose reliable realistic monitoring, which will lead to poor oral English teaching effect. At the same time, if there is no oral English test, students' oral English application ability and comprehensive level can not be fully reflected. Therefore, we should strengthen the feasibility study of oral English test, add oral English test, pay attention to improving students' oral English application ability, and truly incorporate the achievements of oral English teaching in higher vocational colleges into the assessment system.

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