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Listening comprehension

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  • 1. Listening Comprehension Test Presented by Group 8
    • Vũ Thị Loan
    • Lý Thị Kim Cương
    • Dương Vi Bảo
    • Kiều Mỹ Hạnh
    • 5. Le Thị Thanh Thảo
  • 2. CONTENT
    • General
    • II. Phoneme discrimination tests
    • Presented by Ms. Loan
    • III. Tests of stress and intonation
    • IV. Statements and dialogues
    • Presented by Ms. Kim Cuong
    • V. Testing comprehension through visual materials
    • Presented by Ms. Hanh & Mr. Bao
    • VI. Understanding talks and lectures
    • Presented by Ms. Le Thao
  • 3. Tests of listening skill General The awareness of the ways of the differences between the spoken language and the written language To test student’s ability of discrimination and understanding the different sounds of a language
  • 4.
    • Differences between the S.language and the W.language
    Phonological and grammar features Means of gestures, eyes movements and breathing changes Conversational features (repetition, hesitation and grammatical re-patterning) redundancy
  • 5.
    • The significance of these features for testing purposes
    phonemes and contextual clues impromptu speech and carefully prepared material video tape, high quality tape recorders, satisfactory atmosphere practical Reliable and authentic accurate
  • 6.
    • Auditory tests
    Test of phoneme discrimination and of sensitivity to stress and intonation Tests of listening comprehension Purpose of convenience
  • 7. Phoneme discrimination tests Type 1 : Through pictures Type 2 : Through sentences Type 3: Recognition -> For elementary learners
  • 8. Type 1a: Tests use pictures
    • This type of discrimination test consists of a picture, accompanied by 3 or 4 words spoken by the examiner in person or on tape
    • Answer: 1. B, 2. B, 3.B
    • A. pin B. pen C. pair D. pain
    • A. shark B. sock C. sack D. shock
    • A. thin B. tin C. fin D. din
  • 9. Type 1B: Tests use pictures
    • Conversely, four pictures may be shown and only one word spoken, normally twice.
    • pain- pain (=D)
    • sock- sock (=B)
  • 10. Type 2 : Through sentences
    • A. there’s a bend in the middle of the road.
    • B. there’s a bend in the middle of the road.
    • C. there’s a band in the middle of the road.
    • 2. A. Is that sheet over there clean?
    • B. Is that seat over there clean?
    • C. Is that seat over there clean?
    • A. I’ve just locked the car in the garage.
    • B. I’ve just knocked the car in the garage.
    • C. I’ve just locked the car in the garage.
    The testees hear 3 sentences and have to indicate which sentences are the same and which is different.
  • 11. Type 3a
    • spoken: den
    • Written: A. ten B. den C. Ben D. pen
    • 2. spoken: win
    • Written: A. when B. one C. wane D. win
    • 3. spoken: plays
    • Written: A. plays B. prays C. pays D. brays
    In each of these items one word is given on the tape while 3 or 4 words are printed in the answer test booklet. The testees choose the word they hear
  • 12. Type 3b
    • spoken: I’ll thread it for you.
    • Written or spoken
    • A. thread B. tread C. threat D. dread
    • 2. spoken: Did John manage to catch the train .
    • Written or spoken
    • drain B. chain C. plane D. train
    • 3. spoken: Put the pan in some hot water.
    • Written or spoken
    • A. pan B. pen C. pin D. pain
    The words spoken by the tester occur in the sentences. The 4 options may then be either written or spoken.
  • 13. Type 3c
    • spoken: cot - cot
    • Written:
    • Stopped and help
    • A baby’s bed
    • Pulled by horses
    • A small pet animal covered with fur.
    • 2. spoken: threw - threw
    • Written:
    • Made something move through the air.
    • Not false.
    • Some but not many
    • Made a picture or diagram on paper
    In this type, one word is spoken and the testees choose its definition among 4 written options The answer: 1.b, 2.a
  • 14.
    • Type 1 & type 2: use to test testees’ discrimination of the different sounds of a language.
    • Type 3: test discrimination of sounds and other features (3a. Spelling ability, 3b. grammatical structure and 3c. Knowledge of vocabulary)
    Note
  • 15. Advice simple Same stress and pitch patterns short Used to test for elementary and pre-intermediate learners
  • 16. STRESS AND INTONATION TYPE1 : The type is designed to test the ability to recognize word stress or sentence stress. The testees are required to indicate the syllable which carries the main stress and show it by putting a cross in the brackets under the appropriate syllable. Written: I’ve just given three books to Bill. ( ) ( ) ( ) (X) ( ) ( ) ( ) NOTE: This test lacks context and is very artificial
  • 17. STRESS AND INTONATION TYPE 2 : The examiner makes an utterance and the testees base on different tone- patterns to select the appropriate description to indicate whether they have understood the original utterance: a plain statement, a question, sarcasm, surprise, annoyance, etc. E.g.: Spoken: Tom’s a fine goalkeeper. The speaker is: A. making a straightforward statement B. being very sarcastic C. asking a question
  • 18. NOTE: This type of test is sometimes difficult to construct. Since the context must be neutral, it is often hard to avoid ambiguity. There is also a danger of inventing odd interpretations or of concentrating on the rarer meanings: sarcasm, irony, incredulity. STRESS AND INTONATION
  • 19. STATEMENTS AND DIALOGUES These items measure how well students can understand short samples of speech and deal with a variety of signals on the lexical and grammatical levels of phonology
  • 20. STATEMENTS AND DIALOGUES TYPE 1 : It tests the ability to understand both the grammatical and lexical features of a short utterance. The testees hear a statement on tape and then choose the best option from four written paraphrases. E.g.: Spoken: I wish you’d done it when I told you. I told you and you did it then. I didn’t tell you but you did it then I told you but you didn’t do it then. I didn’t tell you and you didn’t do it then . NOTE : When constructing these items, it is advisable to keep the grammatical , lexical and phonological difficulties in the stem.
  • 21. STATEMENTS AND DIALOGUES TYPE 2 : These item types are more satisfactory than TYPE 1 insofar as they are an attempt to stimulate speech situations. E.g.: Spoken: Why are you going home? A. At six o’clock. B. Yes, I am. C. To help my mother. D. By bus. NOTE : The question types should be varies as much as possible and Yes/ No questions included as well as Wh- questions.
  • 22. STATEMENTS AND DIALOGUES E.g.: Spoken : Does Alison mind you playing the piano? Written : A. Yes, she’s always thinking about it. B. No, she rather likes it. C. No, she doesn’t play the piano. D. Yes, she must be careful NOTE : The question types should be varies as much as possible and Yes/ No questions included as well as Wh- questions.
  • 23. TESTING COMPREHENSION THROUGH VISUAL MATERIALS Strengths: - more suitable for elementary stage of learners. - makes the testee’s performance less dependent on other skills. Weaknesses: Limiting the comprehension tests to instructions in single sentences. 9 item types in this section.
  • 24. TYPE 1 Pick out the true statements and write T at the side of the appropriate statements and write F at the side of the numbers of the false statement 1. The girl and the boy both have curly hair. 2. The girl’s wearing black shoes 3. The girl’s smiling at the boy. 4. The boy’s holding her hand. 5. They look so serious.
  • 25. TYPE 2 Listen to 4 sentences and then select the appropriate picture being describe: A B E C D
  • 26. TYPE 3
      • Look at this set of pictures ,listen to a statement and select the most appropriate picture.
      • A B C
  • 27. TYPE 4 Look carefully at each of the four diagrams. You will hear a series of statements about each of the diagrams. Write down the appropriate letter for each statement . A B C D
  • 28. To assess testee’s ability to understand simple instructions
    • Example: A map is given out, testee listens to instruction of the speaker and identify the location on the map.
      • Improvement: draw testee to greater sense of realism (a conversation about one robbery)
    TYPE 5
  • 29. Identifying locations on the map through listening to conversation is more interesting than instructional sentences only.
  • 30. Instruction to action
    • Testees listen to instruction and draw out additional details on a give drawing.
      • The drawing should be A.S.A.P (As Simple As Possible).
      • Should be tried out before administration to avoid problems.
      • Improvement: transform instructional sentences to interesting story.
  • 31. Instruction to action
    • Mrs. Peanut is sitting on a chair opposite Mr. Peanut
    • The door is behind Mr. Peanut.
    • …… .
    •  Deep interest and real sense
  • 32. Test ability to identify and classify info.
    • Example: talk about drawings of chimpanzees and children.
    TYPE 8
  • 33. Test ability to understand instructions
    • Practical administration > liability may be affected.
    • Tendency of tests to become tests intelligence rather than language proficiency. (understand message not interpretation).
    TYPE 9
  • 34. Understanding talks and lectures Type 1 : Listening for gist/ main ideas Type 2 : Blank completion Type 3 : Listening for details Type 4 : True/ False items -> For intermediate and advanced level
  • 35. Type 1: Listening for gist
    • Listen to the short talk and circle the correct statement
    • Modern technology is now making towns in developing countries free of loud noise
    • The increase in noise is a problem which cannot yet be solved by modern technology.
    • Gradual noise over a long period may have just as harmful an effect as loud or sudden noise.
    • There is no real solution to the problem of increasing noise in modern life.
    Understanding talks and lectures -> What does it talk about?
  • 36. Note
    • The danger here is that testees could sometimes successfully complete by guessing through their knowledge about the topic!
    Understanding talks and lectures 
  • 37.
    • Type 2: Blank completion
    • Listen to the short talk and complete the blank
    • In future (1) will do many jobs, particularly those which are (2) by nature. It is generally doubted if they could do (3) work and in the home they would probably not do things like (4). Robots will do nothing more (5) than they have been (6) to do by human beings……
    • robot
    • repeated
    • (3) any type of
    • (4) cooking
    • (5) original or sophisticated
    Understanding talks and lectures
  • 38. Type 2: Blank completion - Combine listening comprehension with reading comprehension - Danger : testees could successfully complete the blank with their little understanding because the omitted words should be essential to the meaning of the whole talk. Understanding talks and lectures 
  • 39.
    • Type 3: Listening for details
    • Listen to the lecture and write A, B, C, or D. DO NOT WRITE OUT THE FULL ANSWER.
    • This talk is about ……..
    • A: writers of children’s book.
    • B: children’s reading.
    • C: Charles Edward Blackwell.
    • D: Leeds University.
    C Understanding talks and lectures
  • 40.
    • Some considerations in type 3:
    • Give the testees some guidance for note-taking
    • Let them take note during the lecture
  • 41. Ways to administer the test
    • Receive note paper/ draft
    • Take note while listening
    • Receive question paper
    • (multiple choice recommended )
    • Receive question paper & have a few minutes to glance
    • Hear the lecture and work through the questions
    • (true/false items recommended)
    • Listen to the lecture & then receive the question paper
    • Read it through & then listen to the lecture given a
    • second time
  • 42. How to construct these tests Increase the length of pauses at the end of meaningful units Keep to the normal delivery rate Take recordings of talks given by native speakers Give a talk from rough notes or record a talk The test writer/ tester Restate important points & Shorten the complex sentences
    • Note:
    • Spontaneous elements (hesitation, ungrammatical sentences…)
    • may cause the artificiality of the situation -> adapt written text.
    • Avoiding testing memorization of unimportant or irrelevant points
    • Completing a summary of a talk, words omitted should be essential
    • to the meaning of the whole talk.
    • Citing “quote” is not recommended.
    Set suitable questions 
  • 43. Type 4: Listen and tick in correct column
    • Test ability to be aware of important info not given in a talk
    • Reduce the effect of guessing
       Yes The statement is true No The statement is false ? We have no information about it They had a problem taking off because they were carrying so much fuel. They started on June 15 th , 1919. It was foggy when they took off.
  • 44. Conclusion
    • Carefully choosing type of tests suiting your purposes, students’ level
    • Matching the language use tasks with the language test tasks
    • Setting clear instructions with examples
    • Formatting the test clearly enough
    • Thoroughly checking: quality of tape recorders, place where the acoustics are satisfactory, number of students, seat arrangements, the volume, noise,…
  • 45. Thank you for your attention!
  • 46.