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Unit 4.2. Testing Listening

This document discusses testing listening skills in language assessment. It defines listening as a skill and describes the process of listening and its objectives. It outlines different types of listening tests and performances, including intensive, responsive, selective and extensive listening. It also distinguishes between micro-skills, like discriminating sounds and recognizing stress patterns, and macro-skills, like understanding functions and making inferences. The document notes factors that can make listening difficult, such as clustering, reduced forms, and interaction. It recommends considering micro and macro-skills when designing listening tests and provides instructions for an assignment to create and analyze a listening test.

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Uziel Beltran
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85 views16 pages

Unit 4.2. Testing Listening

This document discusses testing listening skills in language assessment. It defines listening as a skill and describes the process of listening and its objectives. It outlines different types of listening tests and performances, including intensive, responsive, selective and extensive listening. It also distinguishes between micro-skills, like discriminating sounds and recognizing stress patterns, and macro-skills, like understanding functions and making inferences. The document notes factors that can make listening difficult, such as clustering, reduced forms, and interaction. It recommends considering micro and macro-skills when designing listening tests and provides instructions for an assignment to create and analyze a listening test.

Uploaded by

Uziel Beltran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Unit 4.

2
Testing Listening
Competencia de la asignatura

Elabora diferentes tipos de reactivos para


medir el desarrollo de las habilidades
receptivas y productivas de acuerdo con
las características de cada técnica y el
nivel de dominio del idioma del candidato.
Content
1. Testing Reading
2. Testing Listening
3. Testing Writing
4. Testing Speaking
Warm up questions
1. Can you assess one skill in isolation, without the participation
of at least one other skill?

2. How do grammar and vocabulary fit into the assessment of the


skills?

3. Can we directly observe the performance of all 4 skills?


Integration of skills
• The integration of skills is of paramount importance in language
learning.

• No single skill is actually treated independently.


Observing the performance
• Perform or observe?

• Can the teacher directly observe the process and the product of
listening?

• A bad night’s rest, illness an emotional distraction, test anxiety, a


memory block, etc. can affect performance.
The importance of Listening
• Listening has often played a second fiddle to its counterpart,
Speaking.

• Do you listen English or do you speak English?

• Although we do more listening than speaking


Basic types of listening
Listening
test

Objectives or
criteria

Performance
The process of listening
1. You recognize speech sounds and hold a temporary imprint
2. You simultaneously determine the type of speech event and
attend to its context and the content of the speaker.
3. You use bottom-up linguistic decoding skills and or top-down
background schemata to bring a plausible interpretation to the
message.
4. In most cases you delete the exact linguistic form of original
message.
The objectives of listening
1. Comprehending Surface
You recognize speech structure
sounds elements
and hold such as imprint
a temporary phonemes,
words, intonation, or a gramatical category.
2. Understanding
You simultaneously determine
pragmatic the
context type of speech event and
attend to its context and the content of the speaker.

3. You use bottom-up linguistic decoding skills and or top-down


Determining meaning of
background schemata to auditory input
bring a plausible interpretation to the
message.

Developing
4. In the
most cases gist,
you a global
delete or comprehensive
the exact understanding
linguistic form of original
message.
Types of listening performance
Comprehending
Intensive: Listening Surface structure
for perception of the elements
componentssuch as phonemes,
(phonemes, words,
words, intonation,
intonation, or a gramatical
discourse markers, stretch of language.
category.
etc.) of a larger

Responsive: Listening to a relatively short stretch of language (a greeting, a


Understanding pragmatic context
question, command, etc.) in order to make an equally short response.
Selective: Processing stretches of discourse (short monologues) for several
Determining
minutes meaning
in rder to of auditory
scan for certain input Find specif information in
information.
longer stretches of spoken language.

Extensive: Listen to develop a top-down, global understanding of spoken


Developing the gist, a global or comprehensive understanding
language. Listen for the gist or the main idea.
Micro-skills and Macro-skills
• Consider a finite number of micro and macro-skills implied in the
performance of listening comprehension.

Micro-skills Macro-skills

• Smaller bits or • Larger elements of


chunks of language language
• Bottom-up process • Top-down process
Micro-skills
1. Discriminate among the distinctive sounds of English.
2. Retain chunks of language of different lengths in short-term memory.
3. Recognize English stress patterns, words in stressed and unstressed position,
rhythmic structure, intonation contours, and their role in signalling information.
4. Recognise reduced forms of words.
5. Distinguish word boundaries, recognise a core of words, and interpret word order
patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance
variables.
8. Recognise grammatical word classes, systems, patterns, rules, and elliptical forms.
9. Detect sentence constituents and distinguish between major and minor constituents.
10. Recognise that a particular meaning may be expressed in different grammatical
forms.
11. Recognise cohesive devices in spoken discourse.
Macro-skills
12. Recognise the communicative functions of utterances, according to
the situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events and ideas described, predict outcomes, infer links and
connections between events, deduce causes and effects, and detect
such relations as main idea, supporting idea, new information, given
information, generalisation, and exemplification.
15. Distinguished between literal and implied meaning.
16. Use facial, kinesic, body language, and other nonverbal clues to
decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting
key words, guessing the meaning of words from context, appealing
for help, and signalling comprehension or lack of thereof.
What makes listening difficult?
1. Clustering
2. Redundancy
3. Reduced forms
4. Performance variables
5. Colloquial language
6. Discourse markers
7. Rate of delivery
8. Stress, Rhythm, and Intonation
9. Interaction
ADA 10
In this section, you will upload (one member of the group) the
Listening test you prepared as a team and an analysis of it.

Instructions:

• Create a Word File where you include the Listening test


• Your comments justifying the validity, reliability,
practicality and authenticity of the test
• Your comments on how beneficial washback can be attained
in your test.
• Save your document as a PDF file using the Name format
(Level_ADA10) (A2_ADA10)

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