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    TSLB3063 - Assessing Listening

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    Ellish
    The document discusses different types of listening assessments: 1. Intensive listening focuses on phonemes, words, and intonation. 2. Responsive listening requires a short response to a greeting, question, or command. 3. Selective listening asks test-takers to listen for specific information like names or facts. 4. Extensive listening develops a global understanding from lengthy spoken passages.

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    TSLB3063 - Assessing Listening

    Uploaded by

    Ellish
    48 views18 pages
    The document discusses different types of listening assessments: 1. Intensive listening focuses on phonemes, words, and intonation. 2. Responsive listening requires a short response to a greeting, question, or command. 3. Selective listening asks test-takers to listen for specific information like names or facts. 4. Extensive listening develops a global understanding from lengthy spoken passages.

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    Listening

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    The document discusses different types of listening assessments: 1. Intensive listening focuses on phonemes, words, and intonation. 2. Responsive listening requires a short response to a greeting, question, or command. 3. Selective listening asks test-takers to listen for specific information like names or facts. 4. Extensive listening develops a global understanding from lengthy spoken passages.

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    © All Rights Reserved
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    48 views18 pages

    TSLB3063 - Assessing Listening

    Uploaded by

    Ellish
    The document discusses different types of listening assessments: 1. Intensive listening focuses on phonemes, words, and intonation. 2. Responsive listening requires a short response to a greeting, question, or command. 3. Selective listening asks test-takers to listen for specific information like names or facts. 4. Extensive listening develops a global understanding from lengthy spoken passages.

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    Build Bright University

    Language Testing and Assessment


    Chapter-6
    Assessing Listening
    Prepared by Kheang Sokheng,
    Ph.D Candidate and MEd in TESOL
    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.
    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
    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)
    Designing: Intensive Listening
    • Phonemic pair, consonants

    Hear: He’s from California.

    Read: (a). He’s from California.

    (b). She’s from California.


    Intensive Listening
    • Phonemic pair, vowels

    Hear: Is he living?

    Read: (a). Is he leaving?

    (b). Is he living?
    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.
    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.
    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.
    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)
    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.
    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.


    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
    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)
    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

    items
    2. Dialogue and authentic questions on details
    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.
    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.
    Authentic Listening Tasks
    5. Interactive listening: It is a two-way
    process
    of speaking and listening in face-to-face
    conversations.

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