Professional Documents
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Types of Listening:
one-way listening: it is typically associated with the transfer of information (transactional
listening). e.g. monologues such as lectures in academic contexts.
two-way listening: it is typically associated with maintaining social relations
(interactional listening). e.g. dialogues such as group discussions in academic contexts.
Listening Processes:
Bottom-up Processes: perceiving and parsing the speech stream at increasingly larger
levels beginning with auditory-phonetic, phonemic, syllabic, lexical, syntactic, semantic,
propositional, pragmatic and interpretive.
Top-down Processes: the various types of knowledge involved in understanding
knowledge are not applied in any fixed order.
Listening Sub-skills (Buck, 2001)
Factors Affecting Listening (Ockey, 2012): rate of speech, background knowledge about the
topic, accent, prosody (stress and intonation, etc.), types of interaction and relationships among
speakers.
Integrative testing: it emphasizes assessing the processing of language (not only know
about language but use it). The most widely used tests are tests of reduced redundancy
(e.g. listening cloze and dictation) in which elements are removed thus reducing the
redundancy of the text.
Responsive listening
Extensive listening
Top-down
Improve listening fluency (listen to a TedTalk video and write a listening log)
Summative Quizzes
Assessment Portfolios
Achievement tests
Proficiency tests
Large-scale standard tests
Choosing formative and summative assessment tool for L2 listening must consider five criteria:
Validity: to what degree does the assessment accurately measure what you want to
measure?
Reliability: to what degree is the assessment dependable?
Authenticity: to what degree is the assessment representative of real-life language use?
Washback: to what degree does the assessment provide useful feedback for the learner
and influence the teaching process?
Practicality: to what degree is the assessment amenable for classroom use, given
administrative constraints?
Scoring:
Selected response tasks: widely used in achievement tests and large scale standard tests, easy to
score
e.g. Gap-filling tests are usually scored by counting the number of gaps that are correctly
filled, and using the sum as the total test score. In tests where test-taker has to replace
deleted words (listening recall tests), there are two methods of scoring: to score the item
as correct only when the actual deleted word is replaced, or to count any acceptable
alternative.
References
Buck, G. (2001). Assessing listening. New York, NY: Cambridge University Press.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York,
NY: Routledge.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening:
Metacognition in action. New York, NY: Routledge.