Rethinking the second language listening test: from theory to practice
Testing second language listening proficiency validly and reliably has always posed a challenge. In the days before the widespread availability of recorded material, tests were reliant upon the voice of the examiner. Each test administration was a unique phonetic event, with enormous variations of d...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Sheffield ; Bristol
Equinox
2019
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| Schriftenreihe: | British Council monographs on modern language testing
2 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | Testing second language listening proficiency validly and reliably has always posed a challenge. In the days before the widespread availability of recorded material, tests were reliant upon the voice of the examiner. Each test administration was a unique phonetic event, with enormous variations of delivery between examiners and even within the performance of a single examiner on different occasions. The presentation was read-aloud, and the texts chosen were often those that had been written to be read (including literary extracts). The resulting input to test takers bore little resemblance to natural connected speech |
| Beschreibung: | vii, 156 Seiten Illustrationen |
| ISBN: | 9781781797143 9781781797150 |
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| 520 | 3 | |a Testing second language listening proficiency validly and reliably has always posed a challenge. In the days before the widespread availability of recorded material, tests were reliant upon the voice of the examiner. Each test administration was a unique phonetic event, with enormous variations of delivery between examiners and even within the performance of a single examiner on different occasions. The presentation was read-aloud, and the texts chosen were often those that had been written to be read (including literary extracts). The resulting input to test takers bore little resemblance to natural connected speech | |
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| adam_text | CONTENTS Lists of figures and tables viii Acknowledgements ix INTRODUCTION 1 A COGNITIVE MODEL FOR TESTING LISTENING 1 What does expert listening consist of? The role of cognitive criteria A model of expert listening 7 7 8 2 The second language listener Language-related knowledge Cultural knowledge Expertise in handling connected speech Strategic competence 14 14 16 16 18 3 Performance at different proficiency levels Criteria for listening descriptors Towards cognitively based descriptors of L2 listening Perceptual processing Processing for meaning 20 20 22 23 27 RECORDED CONTENT 4 Recording as text Language General comments Vocabulary Grammar Conclusions for practice Length Topic familiarity Abstractness Discourse type Less cited features Length of utterance Information density and complexity Redundancy, repetition and exemplification 35 35 35 36 41 42 44 47 48 49 51 51 53 54
vi 5 Rethinking the second language listening test Recording as speech Origin of recording Visual input Monologue vs interaction / presentational vs conversational mode Voice Speech rate Accent The role of the recording 55 55 58 60 61 62 64 69 TASK CHARACTERISTICS 6 Listening test conventions Modality Pre-presentation Double play Order of presentation Rubric Computer-based solutions 73 73 74 74 76 77 77 7 Task formats Conventional formats Some thoughts on scoring 79 79 84 8 Items Lexical overlap Item length and complexity Item targeting Item targeting at different proficiency levels Are targets necessarily met? 87 87 88 89 92 94 LISTENER ROLES 9 Special cases Academic listeners What types of listening event? What topics and discourse patterns? What processes should items target? What task formats to use? Can we replicate the lecture context? 99 99 100 101 102 102 104
Young Learners What makes young listenerscognitively different? What recorded content is appropriate? What task formats to use? What to target? Further special cases 10 Listening plus other skills Tests of oral communication Listening into... 104 105 106 107 108 109 112 112 114 POSTSCRIPT 11 Information load: an investigative study 119 12 Final remarks 130 APPENDICES 135 REFERENCES 142 INDEX 152
Rethinking the Second Language Listening Test: From Theory to Practice John Field Rethinking the Second Language Listening Test argues that the key to more valid testing of second language listening lies in a better understanding of the nature of the skill and of the signal that listeners have to decode. Using this information as a point of departure, ittakesa critical look at many of the mythsand conventions behind listening tests and provides practical suggestions as to the ways in which they might be rethought. The book begins with an account of the various processes that contribute to listening in order to raise awareness of the difficulties faced by second language learners. The information feeds in to a new set of descriptors of listening behaviour across proficiency levels and informs much of the discussion in later chapters. The main body of the book critically examines the various components of a listening test, challenging some of the false assumptions behind them and proposing practical alternatives.The discussion covers: the recording-as-text, the recordingas֊speech, conventions oftest delivery, standard task formats and item design. Major themes are the critical role played by the recorded material and the degree to which tests impose demands that go beyond those of real-world listening. The following section focuses on two types of listener with different needs from the general candidate: those aiming to demonstrate academic or professional proficiency in English and young language learners, where level of cognitive development is an issue for test design.
There isa brief reflection on the extent to which integrated listening tests reflect the reality of listening events. The book concludes with a report of a study into how feasible it is to identify the information load of a listening text, a factor potentially contributing to difficulty. John Field is Reader in Cognitive Approaches to Language Learning at the CRELLA Research Institute, University of Bedfordshire. He previously taught at the University of Reading, UK. He has a long-term interest in second language listening, on which he has written and researched widely; his Listening in the Language Classroom (CUP, 2008) has become a standard work in the field. He has advised major test boards on listening. Recent research projects include investigating the effects of double play upon performance.
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| adam_txt |
CONTENTS Lists of figures and tables viii Acknowledgements ix INTRODUCTION 1 A COGNITIVE MODEL FOR TESTING LISTENING 1 What does expert listening consist of? The role of cognitive criteria A model of expert listening 7 7 8 2 The second language listener Language-related knowledge Cultural knowledge Expertise in handling connected speech Strategic competence 14 14 16 16 18 3 Performance at different proficiency levels Criteria for listening descriptors Towards cognitively based descriptors of L2 listening Perceptual processing Processing for meaning 20 20 22 23 27 RECORDED CONTENT 4 Recording as text Language General comments Vocabulary' Grammar Conclusions for practice Length Topic familiarity Abstractness Discourse type Less cited features Length of utterance Information density and complexity Redundancy, repetition and exemplification 35 35 35 36 41 42 44 47 48 49 51 51 53 54
vi 5 Rethinking the second language listening test Recording as speech Origin of recording Visual input Monologue vs interaction / presentational vs conversational mode Voice Speech rate Accent The role of the recording 55 55 58 60 61 62 64 69 TASK CHARACTERISTICS 6 Listening test conventions Modality Pre-presentation Double play Order of presentation Rubric Computer-based solutions 73 73 74 74 76 77 77 7 Task formats Conventional formats Some thoughts on scoring 79 79 84 8 Items Lexical overlap Item length and complexity Item targeting Item targeting at different proficiency levels Are targets necessarily met? 87 87 88 89 92 94 LISTENER ROLES 9 Special cases Academic listeners What types of listening event? What topics and discourse patterns? What processes should items target? What task formats to use? Can we replicate the lecture context? 99 99 100 101 102 102 104
Young Learners What makes young listenerscognitively different? What recorded content is appropriate? What task formats to use? What to target? Further special cases 10 Listening plus other skills Tests of oral communication Listening into. 104 105 106 107 108 109 112 112 114 POSTSCRIPT 11 Information load: an investigative study 119 12 Final remarks 130 APPENDICES 135 REFERENCES 142 INDEX 152
Rethinking the Second Language Listening Test: From Theory to Practice John Field Rethinking the Second Language Listening Test argues that the key to more valid testing of second language listening lies in a better understanding of the nature of the skill and of the signal that listeners have to decode. Using this information as a point of departure, ittakesa critical look at many of the mythsand conventions behind listening tests and provides practical suggestions as to the ways in which they might be rethought. The book begins with an account of the various processes that contribute to listening in order to raise awareness of the difficulties faced by second language learners. The information feeds in to a new set of descriptors of listening behaviour across proficiency levels and informs much of the discussion in later chapters. The main body of the book critically examines the various components of a listening test, challenging some of the false assumptions behind them and proposing practical alternatives.The discussion covers: the recording-as-text, the recordingas֊speech, conventions oftest delivery, standard task formats and item design. Major themes are the critical role played by the recorded material and the degree to which tests impose demands that go beyond those of real-world listening. The following section focuses on two types of listener with different needs from the general candidate: those aiming to demonstrate academic or professional proficiency in English and young language learners, where level of cognitive development is an issue for test design.
There isa brief reflection on the extent to which integrated listening tests reflect the reality of listening events. The book concludes with a report of a study into how feasible it is to identify the information load of a listening text, a factor potentially contributing to difficulty. John Field is Reader in Cognitive Approaches to Language Learning at the CRELLA Research Institute, University of Bedfordshire. He previously taught at the University of Reading, UK. He has a long-term interest in second language listening, on which he has written and researched widely; his Listening in the Language Classroom (CUP, 2008) has become a standard work in the field. He has advised major test boards on listening. Recent research projects include investigating the effects of double play upon performance. |
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| title | Rethinking the second language listening test from theory to practice |
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| title_full | Rethinking the second language listening test from theory to practice John Field |
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