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Listening Comprehension Test

This document describes different types of tests that can be used to assess listening comprehension skills. It discusses 9 types of tests involving phoneme discrimination, stress and intonation recognition, understanding statements and dialogues, visual materials, talks and lectures. The tests assess abilities such as distinguishing words, determining sentence stress, choosing responses, following instructions, and answering questions about spoken information.

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Muhammad Aldin
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261 views15 pages

Listening Comprehension Test

This document describes different types of tests that can be used to assess listening comprehension skills. It discusses 9 types of tests involving phoneme discrimination, stress and intonation recognition, understanding statements and dialogues, visual materials, talks and lectures. The tests assess abilities such as distinguishing words, determining sentence stress, choosing responses, following instructions, and answering questions about spoken information.

Uploaded by

Muhammad Aldin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LISTENING

COMPREHENSIO
N TEST
6.1 General
Significance of these features for testing :
Firstly, ability to distinguish between phonemes,
however, important , does not in it self imply an
ability to understand verbal message.
Secondly, impromptu speech is usually easier to
understand than carefully prepared ( written ) material
when the latter is read aloud.
6.2 Phonemes and discrimination test

Phoneme and discrimination test has 3 types :


Type 1 : guessing the vocabulary or the meaning . for the
picture that available on the paper , after that the testees have
to listen carefully what the speaker says and choose the right
answer.

Example : example in number one there is a picture of PIN


and there are 4 choices such as pin, pen, pair, pain. We have
to choose the right answer of the picture. Or we can converse
the way. For example we shows many of picture such as; pic
1, pic 2, pic 3, pic 4. After that we can listen what the
speaker says about the word and choose the right answer.
1. A. TIN B. FIN C. THIN
2. A.SHARK B. SOCK C. SHOCK
3. A. PEN B. PAIN C. PIN

1. A 2. B 3. C
Type 2 : listen about the same sentences and the different
sentences.
For example ; we have three sentences that we have to decide
which one is the same as the other sentence and which one is
different from another sentence.

There are 3 choices of sentences on the paper and we have to


listen carefully what the speaker says about the sentences , after
that we have to decide which one is similar to the other one and
which one is the different one.
1.
A . THERE’S A BEND IN THE MIDDLE OF THE ROAD
B . THERE’S A BAND IN THE MIDDLE OF THE ROAD
C. THERE’S A BEND IN THE MIDDLE OF THE ROAD.

The similar sentences are A & C


And the different one is C
Type 3 : guessing what the word that speaker says or guessing the
definition of the word.
The speaker would speak the word and we have to choose the right
answer.

Example :
Type A :
Spoken : den
Written : A. ten B. den C. ben

Type B :
Spoken : I”ll thread it for you.
Written : A. thread B. threat C. dread
Type C :
Spoken : cot – cot
A.Stopped and held
B.Baby’s bed
C.Pulled by horses
D.A small pet animal covered with fur
6.3 Test of stress and intonation
Type 1 : The following item type is designed to test
the ability to recognise word stress or sentence
stress.The testees listen to a sentence and are required
to indicate the syllable which carries the main stress
of the whole structure. They show the main stress by
putting a cross in the brackets under the appropriate
syllable.

Example :
Spoken : I ' ve just given THREE books to Bills.
Written : I've just given three books to Bill.
() () () (x) ( )( )( )
Type 2 :
The examiner makes an utterance and the testees have to select the
appropriate description to indicate whether they have understood the
original utterance . The utterance is spoken only once, but the test is
based on the principle that the same utterance may be spoken in
several different tone - patterns indicating a plain statement , a
question, sarcams, surprise, annoyance, etc.

Example :
Spoken : I”ll help Ann
Written : I”ll help Ann
The speaker is
A. Reluctant to help Ann B. eager to help Ann C. making a plain
statement
6.4 Statements and dialogues
these items are designed to measure how well students can understand short
samples of speech and deal with variety of signals on the lexical and
grammatical levels of phonology . It has 2 types of test.

Type 1 ability to understand both grammatical and lexical features of a short


utterance.
The testees hear a statement on the audio then, choose the best option from
four written pharaphrases.
Spoken : I wish you’d done when I told you.
Written :
A. I told you and you did it then.
B. I didn’t tell you but you did it then.
C. I told you but you didn’t do it then.
Type 2 more satisfactory than type 1 .The testees listen to a
short question and have to select the correct response from
a choice of four printed ones.
Example :
Spoken : why are you going home?
A.At six o'clock
B.B. Yes, I am
C. To help my mother
D.By bus
6.5 Testing comprehension through visual
materials.
This test it is more appropriate for the elementary stage of learning English. Because
the picture could help the testees to answer the questions and less dependent to other
skills such as ( speaking, vocabulary, and reading. ) and it has 8 types of test.

Type 1 : there is a picture on the paper and the speaker would say the sentences one by
one and the testees should answer with T ( true ) or F ( false).
Type 2 : there are 4 pic on the paper and the testees should hear what speaker says ,
then pair the sentence with the right picture.
Type 3 : the testees have many picture and the testees should hear the story what
speaker says, after that the testees choose the right picture which is suitable with the
story.
Type 4 : the testees have many picture ( usually in this type use simple diagrams) and
the speaker said about the conversation which are related to the pictures and we have
to decide which picture is suitable for each number of conversation.
Type 5 : this type designed to make the testees understand about the simple instruction.
The speaker would say the instruction and the testees have to listen, and focus to the
maps that they have, then follow the instruction.
Type 6 : focuses on listening ability of students of mathemathics. The
speaker would say the instruction and the testees should follow and draw
the picture according to instruction.
Type 7 : this type is the same as two types before, follow the instruction.
The speaker would say about the instruction to draw sth. And the testees
have the picture and have to complete the picture with the add new
picture according to audio what the speaker says.
Type 8 : Several well known examining bodies frequently use picture
based on a listening comprehension talk in order to test students' ability to
identify and classify information which they have heard.
Type 9 : it is ability to understand the instruction with simple folding
paper and draw can be measurement of it.
6.6 Understanding talks and lectures
This is an important skill and ability to understand informal and formal talks for
medium of English level ( intermediate and advanced) and it has 4 types.

Type 1 : in this test the testees listen about the short talk and choose the correct
answer about the talk.
Type 2 : This test combines between reading comprehension and listening
comprehension . The testees hear a short talk then read a summary containing
blanks. They must then complete the blanks from the talk they have heard. The
danger here, however, is that testees could successfully complete the written
summary of the talk even if only little had been understood.

Type 3 : The testees hear a short talk or lecture and are required to answer
questions on it. Unless they are allowed to take notes on the talk , the test may put
too heavy a load on the memory.

Type 4 : it is important that the content of the text it self should determine the type
of question or item used to test comprehension.

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