chapter 6( assessing listening)
TRANSCRIPT
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Build Bright UniversityBuild Bright UniversityLanguage Testing and AssessmentLanguage Testing and Assessment
Chapter-6Chapter-6
Assessing ListeningAssessing Listening
Prepared by Kheang Sokheng, Prepared by Kheang Sokheng, Ph.D Candidate and MEd in TESOLPh.D Candidate and MEd in TESOL
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Basic Types of Listening
• 1. Intensive. Listening for perception of
components (phonemes, words, intonation) of a
larger stretch of language.• 2. Responsive. Listening to a relatively short stretch
of language ( a greeting, question, command,
comprehension check, etc.) in order to make a
short response.
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Basic Types of Listening
3. Selective. Assessment tasks could ask to listen for
names, numbers, directions, or certain facts and
events.
4. Extensive. Listening to develop a top- down, global
understanding of spoken language. Performance
ranges from lengthy lectures, a conversation, to a
comprehensive message. Listening for
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Basic Types of Listening
the main idea, and for making inferences.•Micro-skills of listening: attending to the smaller bits and chunks of language, in more of a bottom-up process.•Macro-skills of listening: focusing on the larger elements involved in a top-down approach to a listening task. (p. 121)
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Designing: Intensive Listening
• Phonemic pair, consonants
Hear: He’s from California.
Read: (a). He’s from California.
(b). She’s from California.
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Intensive Listening
• Phonemic pair, vowels
Hear: Is he living?
Read: (a). Is he leaving?
(b). Is he living?
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Sentence Paraphrase
• Hear: Hello, my name is Ken. I come from Japan.
• Read: (a). Ken is comfortable in Japan.
(b). Ken wants to come to Japan.
(c). Ken is Japanese.
(d). Ken likes Japan.
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Dialogue Paraphrase
• Hear: Man: Hi, Maria, my name’s George.
Woman: Nice to meet you, George. Are
you American?
Man: No, I’m Canadian.• Read: (a). George lives in the U. S.
(b). George is American.
(c). George comes from Canada.
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Responsive Listening
• Response to a question• Hear: How much time did you take to do your
homework?• Read: (a). In about an hour.
(b). About an hour.
(c). About $10.
(d). Yes, I did.
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Responsive Listening
• Open-ended response to a question• Hear: How much time did you take to do your
homework?• Write/Speak: ______________________• (Good: authenticity & creativity • Bad: practicality)
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Selective Listening
– Listening Cloze (p. 126)– In a listening cloze task, test-takers see a
transcript of the passage that they are listening to and fill in the blanks with the words or phrases that they hear.
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Information Transfer
• 1. Multiple-picture-cued selection (p. 127)• 2. A number of people and/or actions are presented in one picture, such as a group of people at a
party.• Q: Is the tall man near the door talking to a short woman?• T/F: The woman wearing a red skirt is watching TV. Identification: Point to the person who is standing
behind the lamp.
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Single-picture-cued verbal multiple-choice
• One single photo is presented to the test-
taker, who then hears four different statements
and must choose one of the four to describe the photo. (p. 128)
• Information transfer: chart-filling (p. 129)• Sentence repetition: the task of repeating a
sentence/a partial sentence
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Extensive Listening
• Dictation: In a dictation, test-takers hear a passage, typically of 50 to 100 words, recited three times: first, at normal speed; then, with long pauses between phrases/natural word groups, and finally, at normal speed once more, during which test-takers write down what they have heard. (p. 131)
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Communicative S-R Tasks
• The test-taker is presented with a stimulus monologue/conversation and then is asked to respond to a set of comprehension questions. (p. 133)
1. Dialogue and multiple-choice comprehension
items2. Dialogue and authentic questions on details
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Authentic Listening Tasks
• A framework of alternatives
1. Note-taking: The gain of note-taking is in offering
students an authentic task that mirrors what they
have been focusing on in the classroom.
2. Editing: It provides both a written and a spoken
stimulus, and requires the test-taker to listen for
discrepancies.
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Authentic Listening Tasks
3. Interpretive tasks: An interpretive task extends the stimulus material to a longer stretch of discourse and forces the test- taker to infer a response. 4. Retelling: In a related task, test-takers listen to a story or news event and retell it / summarize it, either orally or in writing.
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Authentic Listening Tasks
5. Interactive listening: It is a two-way process
of speaking and listening in face-to-face
conversations.