Lecture Chapter 6: Listening comprehension tests

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Lecture Chapter 6: Listening comprehension tests presented Careful selected practice materia an effective way of developing listening skill used for testing listening comprehension .an awareness of ways in which the spoken language differs from the written language is crucially important in testing listening comprehension skills.

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Nội dung Text: Lecture Chapter 6: Listening comprehension tests

Chapter 6: Listening comprehension tests
I. General  Careful selected practice material  an effective way of developing listening skill  used for testing listening comprehension  an awareness of ways in which the spoken language differs from the written language is crucially important in testing listening comprehension skills
 some conventional features such as repetition, hesitation and grammatical patterns are essential for the understanding of spoken English  the tape recorder is the only way of ensuring compete uniformity of presentation and thus a high degree of reliability  auditory tests are divided into two broad categories: (i) tests of phoneme discrimination and of sensitivity to stress and intonation, and (ii) tests of listening comprehension
II. Phoneme discrimination tests  Type 1: The test consists of a picture, accompanied by three or four words spoken by the examiner in person or tape.  Type 2: The testees hear three sentences and have to indicate which are the same and which are different.  Type 3: Testees are required to choose the written word which corresponds to the spoken word.
Notes  These items used for diagnostic testing purposes, enabling the teacher to concentrate later on specific pronunciation  They useful when candidates having the same L1 background & when a contrastive analysis of L1 & L2 can be used.  The ability to discriminate between certain phonemes  very difficult for native speakers.
III. Tests of stress and intonation Tests of stress and intonation: less satisfactory than the phoneme discrimination tests b/c of # reasons:  Most tests are impure as they test other skills at the same time.  These items are artificial as they test rarer but more testable features.
IV. Statements and dialogues These tests designed to measure:  how well students can understand short samples of speech  how well they deal with a variety of signals on lexical and grammatical levels of phonology
TYPE 1  included in a grammar test, reading test or listening test , depending on whether the item is written or spoken  testing ability to understand both the grammatical and lexical features of a short utterance. (Candidates hear a statement and choose the best option from the four ones)
TYPE 2  These items are an attempt to simulate speech situations (so they are more satisfactory that those of type 1)  Testees listen to a short question and have to select the correct response from a choice of four printed ones. (part II, TOEIC)
V. Testing comprehension through visual materials  These item types more appropriate for the elementary stages of learning English.  Pictures, maps and diagrams  used effectively for testing.  Testees’ performance: less dependent on other skills like reading & speaking and vocabulary
TYPE 1 a picture is used in conjunction with spoken statements. testees listen & pick out true & false statements. (page 71)
TYPE 2  there are five pictures in front of testees; they listen to 4 statements & they’re required to choose the appropriate picture being described (page 72)
TYPE 3 used in a number of listening tests  testees see a set of three or four pictures  they hear a statement & choose the most appropriate picture being described (page 73)
TYPE 4  Simple diagrams (lines, squares, rectangles, circles & triangles) used in a test of elementary comprehension  Candidates look at each of the 4 diagrams and then hear a series of statements about each diagram (page 73)
TYPE 5 used to access testees’ ability to understand instruction e.g. Tasks in C4 Interactions I maps can be used or adapted for testing (p.74-75)
TYPE 8 & 9  used to test students’ ability to identify and classify information (see example on p.81)  simple paper-folding and drawing can also be used to measure learners’ ability to understand instruction  Useful for ordinary classroom purposes, but difficult to administer in public exams
VI. Understanding talks and lectures Items of this type  very common & used to test students’ ability to understand both informal talks and formal lectures –an important skill  English learners at intermediate and advanced levels
TYPE 1 & 2  Testees listen to a short talk & select the correct answer about the talk  Testees listen to a short talk & read a summary containing blanks; then they must complete the blanks (pages 82-83)
TYPE 3&4  Hearing a short talk or lecture & answering questions on it e.g. multiple – choice items, true/false items & incomplete sentences  the content of the text itself  determine the type of item
Notes (1) Completion not recommended as testees facing with the tasks of listening, reading and writing simultaneously- an extremely difficult task even for native speakers

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