<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022019000100565</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945202512</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um estudo sobre a dimensionalidade das escalas de avaliação da proficiência oral do Certificado de Proficiência em Língua Portuguesa para Estrangeiros]]></article-title>
<article-title xml:lang="en"><![CDATA[A study of the dimensionality of assessment scales for oral proficiency for the Certificate of Proficiency in Portuguese as a Foreign Language]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Laura Márcia Luiza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Integração Latino-Americana  ]]></institution>
<addr-line><![CDATA[Foz do Iguaçu Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100565&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Por meio das escalas de avaliação do Celpe-Bras, um construto de proficiência oral em língua portuguesa para falantes de outras línguas é operacionalizado e mensurado. Na prova oral, sete itens compõem duas escalas por meio das quais o avaliador-interlocutor e o avaliador-observador atribuem uma nota para cada um dos seis itens, a saber: compreensão, competência interacional, fluência, adequação lexical, adequação gramatical e pronúncia. Com objetivo de analisar a dimensionalidade das escalas, apresento a análise fatorial exploratória do conjunto de notas de 1.000 participantes que se submeteram ao exame na primeira edição de 2016. O coeficiente de determinação R2 foi de 0.9617 e o índice Tucker-Lewis (TLI) foi de 0.896. Os valores de carga fatorial dos itens da escala variaram de 0.65 a 0.94, sugerindo que os itens possam estar explicando o mesmo fator. O resultado da análise aponta que a nota da prova é uma medida unidimensional. A partir dos valores de comunalidade, apenas o item compreensão ficou ligeiramente abaixo 0.5, apontando a necessidade de investigação do item. Os valores de peso para cada um dos itens são, do maior para o menor; para nota do entrevistador, 0.36; adequação lexical, 0.19; fluência, 0.18; adequação gramatical, 0.13; competência interacional, 0.09; pronúncia, 0.06; compreensão, 0.04. Por meio da análise fatorial, apresento uma proposta de composição da nota da prova oral e discuto as implicações da mudança de peso dos itens na nova proposta para a classificação dos participantes por faixas de certificação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract By using Celp-Bras assessment scales, a construct of verbal proficiency in Portuguese for foreign-language speakers is operationalized and measured. The oral Celpe-Bras&#8216;s score model is organized in seven items distributed in two scales through which the assessors - the interviewer and the observer &#8211; rate six each of the following items: comprehension, interactional competence, fluency, lexical adequacy, grammatical adequacy, and pronunciation. In order to analyze the dimensions of the scales, evidences to discuss the oral scale&#8217;s dimensionality, I perform the exploratory factorial analysis of a set of scores obtained by 1,000 participants who sat for the exam in its first edition in 2016. R2was 0.9617 and the Tucker Lewis Index (TLI) was 0.896. Only one factor explained the variables because the loading values ranged from 0.65 to 0.94. The measure was found unidimensional. According to the communality values, only comprehension was slightly below 0.5, indicating the need for further investigation. The weight values of each item were, in decreasing order: interviewer&#8217;s score 0.36, lexical adequacy 0.19, fluency 0.18, grammatical adequacy 0.13, interactional competence 0.09, pronunciation 0.06, and comprehension 0.04. Based on factorial analyses, I discuss a proposal for the composition of the individual scores in the oral test well as the implications of changing the weight of the items in the new proposal to rank participants on a per certification range basis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Dimensionalidade]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de língua adicional]]></kwd>
<kwd lng="pt"><![CDATA[Proficiência oral]]></kwd>
<kwd lng="pt"><![CDATA[Validade]]></kwd>
<kwd lng="pt"><![CDATA[Análise fatorial]]></kwd>
<kwd lng="en"><![CDATA[Dimensionality]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
<kwd lng="en"><![CDATA[Assessment of an additional language]]></kwd>
<kwd lng="en"><![CDATA[Oral proficiency]]></kwd>
<kwd lng="en"><![CDATA[Factorial analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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