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   When we say that someone “speaks” a language fluently, we usually mean that they have a high level in all four skills – listening, speaking, reading and writing. But, as any teacher knows, learners often have strengths or weaknesses in particular skills, and in some cases can achieve high levels in, for example, reading and writing, while not being able to speak or listen at a comparable level.

   For some purposes – highly specialised jobs, for example – these uneven skills may not matter very much. However, English is such an important skill in the global world, and needed in so many different contexts, that someone without a good ability in all four skills will greatly reduce the opportunities open to them in education and professional life.

   If we want to assess someone’s speaking ability, we must get them to speak. The same applies to all the other skills. We can’t infer ability in one skill (e.g. speaking) from performance in another (e.g. listening), or from using tests of language knowledge, e.g. grammar, vocabulary, as proxies for communicative language ability. Therefore if we want to accurately assess communicative language ability, we need to include tasks which elicit a wide range of skills related to communicative language.

   The Common European Framework of Reference (2001) extends the definition of communicative language ability into five skills, and divides speaking into two skills: spoken production and spoken interaction. This is based on the evidence that these two skills are different, since one involves only monologue-type speech and the other involves being both a speaker and a listener at the same time. A test of communicative language, therefore, needs to include both spoken production and spoken interaction.

Adaptado de: GALACZI, Evelina. 2018. Disponível em: https://www.cambridgeenglish.org/blog/benefits-oftesting-the-four-skills/. Acesso em: 30 mar. 2021.