Assesing Listening Group 2

Assesing Listening
By group 2 :
Adheliani Blongkod
Firnawati Mamonto
Indah Haerunisa
Meylirda Dewi Gobel
Ni Wayan Puja Dewi
A.The Importance of Listening
Listening is often implied as a

component of speaking.
B.Basic Types of Listening
 Intensive : phonemes, words, intonation

 Responsive : A greeting, command, question
 Selective : TV, Radio news item, Stories
 Extensive : Listening for the gist, The main
idea, making inference
C.Micro- and Macroskills of Listening
 Micro skills
Attending to the smaller bits and chunks of
language, in more of bottom–up process
 Macro skills
Focussing on the larger elements involved in a
top-down approach
What makes listening difficult
1. Clustering
Chunking-phrases, clauses, constituents
2. Redudancy
Repetitions, Rephrasing, Elaboration and Insertions
3. Reduced Forms
Understanding the reduced forms that may not have been apart of
English learner’s past experience in clauses where only formal
“textbook” language has been presented.
4. Performance variabels
Beeing able to “weed out” hesitations, falls starts, pauses, and
corrections in natural speech
5.Colloquial Language
Comprehending idioms, slang, reduced forms, shared, cultural,
knowledge
6. Rate of delievery
Keeping up with the speed of delievery, processing automatically as
the speaker continues
7. Stress, Rhytm and intonation

Correctly understanding prosodic elements spoken language, which
is almost always much more diffycult then understanding the smaller
phonologycal bits and pieces
8. Interraction
Managing the interactive flow of language from listening to
speaking to listening, etc.
D.Designing Assesment tasks :
Intensive Listening
1.Recognizing Phonologycal and Morphologycal
Elements
a.Phonemics pair, consonants
Tes-takers read :
a. He’s from California

b. She’s from California
b.Phonemics pair, vowels
Tes-takers read :
a. Is he leaving?
b. Is he living?
c.Morphologycal pair, -ed ending
Tes-takers read :
a. I missed you very much

b. I miss you very much.
d.Stress pattern in can’t
Tes-takers read :
a. My girlfriend can’t go to the party.

b. My girlfriend can go to the party
e.One-word-stimulus
Tes-takers read :
a. Vine.
b. Wine.
2.Paraphrase Recognition
a.Sentence Paraphrase
Tes-takers read :
a. Puja is comfortable in Japan.

b. Puja wants to come to Japan
c. Puja is Japannese
d. Puja likes Japan.
b.Dialogue paraphrase
Tes-takers read :
a. Firna lives in the US

b. Firna is American
c. Firna comes from Canada
d. Adel is Canadian
E.Designing Assesment Tasks : Responsive Listening
a.Appropriate response to a question
Tes-takers read :
a. In about an hour
b. About an hour
c. About $10
d. Yes, I did
b.Open-ended response to a questions
Test-takers read write or speak : _________________

F. Designing Assesment Tasks : Selective
Listening
Selective listening, in which the test-taker listen to a

limited quantity aural input and must discern within it
some specific information.
A number of techniques have been used that require

selective listening.
1.Listening Cloze
2.Information transfer
3.Sentence Repetition
1.Listening Cloze (cloze dictations or partial
dictations)
 It requires the test-taker to listen a story monologue, or
conversation and simultaniously read the written text in
which selected words or phrases have been selected.
 In a listening cloze taks, 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. example :
test-takers write the missing words or phrases in the blanks

• Flight _____ to Portland while depart from gate _____ at
_____ P.M
• Flight ____ to Indah while depart at ____ P.M from gate
2.Information Transfer
a.Information transfer : multiple-picture-cued-
selection
b.Information transfer : single-picture-cued-verbal-
multiple-choice
c.Information transfer : chart-filling
3.Sentence Repetition
The task of simply repeating a sentence

or a partial sentence, or sentence
repetition, is also used as an assesment
of listening comprehension
G. Designing Assesment Tasks : Extensive
Listening
Listening to develop a top down, global understanding of spoken language
1.Dictation : widely researched genre of assesing listening comprehension

>50 – 100 words
>recited 3 times : normal speed, long pauses between phrases, normal speed
Difficulty can be manipulated by :
 The length of the word group
 The length of pauses
 The speed
 Complexity of the discourse, grammar, and vocabulary
 Scoring (spelling, grammatical, additional words, replacement)
Dictation is a practical valid method for integrating listening and writing

skills, but the authenticity is questioned.
2.Communicative Stimulus – Response
tasks
 Listen to a monologue or conversation and respond to a

set of comprehension questions.
 Disavantages : some of the multiple-choice questions do

not mirror communicative real-life situations.
 The conversation is authentic, but listening to a

conversation between a doctor and a patien is rarely
done.
3.Authentic Listening Tasks
 Ideally, listening tests are cognitively demanding,

communicative, authentic, and interaction.
 Test as a sample of performance/tasks implies an

equally limited capacity to mirror all the real-world
context of listening performance.
Alternatives to asses comprehension in a truly communicative
context
a.Note taking
 Listening to lecturer and write down the important ideas.
 disadvantage : scoring is time consuming
 Advantage : mirror real classroom situation it fullfils the
criteria of cognitive demand, communicative language and
authenticity
b.Editing
Editing a written stimulus of an aural stimulus
Tes-takers read : the written stimulus material

Test-taker hear : a spoken version of the stimulus
Test-taker mark : the written stimulus by circling any words
c.Interpretive tasks : paraphrasing a story or conversation
 Potential stimuli include : song lyrics, poetry, radio, TV, news
reports, etc.
 The stimuli can be directed trough questions like : “why was
the singer feeling sad?” , “what do you think the political
activists might do next?”
 Difficulties : the task conforms to certain time limitation, and
the questions might be quiete specific there maybe more
than one correct interpretation (scoring)
d.Retelling
 Listen to a story or news event and simply retell it either
orally or written show full comprehension
 Difficulties : scoring and reliability validity, cognitive,
communicative abilty, authencity are well incorporated into
the task.
e.Interactive listening : face to face conversations.
Thank you 

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Assesing Listening

Listening is often implied as a

 Intensive : phonemes, words, intonation

7. Stress, Rhytm and intonation

a.Phonemics pair, consonants

a. He’s from California

c.Morphologycal pair, -ed ending

a. I missed you very much

a. My girlfriend can’t go to the party.

a. Puja is comfortable in Japan.

a. Firna lives in the US

b.Open-ended response to a questions

Test-takers read write or speak : _________________

Selective listening, in which the test-taker listen to a

A number of techniques have been used that require

 In a listening cloze taks, test-takers see a transcript of the

test-takers write the missing words or phrases in the blanks

The task of simply repeating a sentence

1.Dictation : widely researched genre of assesing listening comprehension

Dictation is a practical valid method for integrating listening and writing

 Listen to a monologue or conversation and respond to a

 Disavantages : some of the multiple-choice questions do

 The conversation is authentic, but listening to a

 Ideally, listening tests are cognitively demanding,

 Test as a sample of performance/tasks implies an

Tes-takers read : the written stimulus material

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