Assesing listening - language learning evaluation


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Assesing listening - language learning evaluation

  1. 1. Alina Yanti (113411049)Solihatul Umami (113411074)Amalina Mutabi’ah (113411079)Khilyatul Aulia (113411082)
  2. 2. • Intensive: phonemes, words, intonation• Responsive: a greeting, command,question• Selective: TV , radio news items, stories• Extensive: listening for the gist, the mainidea, making inference
  3. 3. Micro Skills• Discriminate among the distinctive soundsof english• Retain chunks of language of differentlengths in short-term memory• Recognize English stress pattern, words instressed and unstressed positions, rhytmicstructure, intonation controls, and theirrole in signaling information
  4. 4. • Recognize the communicative function ofutterances, according to situation,participants, goals• Infer situation, participants, goals using realworld knowledge.• Distinguish between literal and impliedmeanings
  5. 5. 1. ClusteringChunking-phrases, clauses, constituents2. RedundancyRepetitions, Rephrasing, Elaborations andInsertions3. Reduced FormsUnderstanding the reduced forms that maynot have been a part of English learner’s pastexperiences in classes where only formal”textbook” language has been presented
  6. 6. 4. Performance variablesHesitations, False starts, Corrections,Diversion5. Colloquial LanguageIdioms, slang, reduced forms, sharedcultural knowledge6. Rate of DeliveryKeeping up with the speed of delivery,processing automatically as the speakercontinues
  7. 7. 7. Stress, Rhythm, and Intonation:Correctly understanding prosodic elementsof spoken language, which is almost alwaysmuch more difficult than understanding thesmaller phonological bits and pieces.8. Interaction:Negotiation, clarification, attending signals,turn taking, maintenance, termination
  8. 8. 1. Recognizing Phonological &Morphological Elementsa. Phonemics pair, consonantsTest-takers hear : He’s from CaliforniaTest-takers read : a. He’s from Californiab. She’s from California
  9. 9. b. Phonemics pair, vowelsc. Morphological pair, -ed endingTest-takers hear : Is he living?Test-takers read : a. Is he leaving ?b. Is he living?Test-takera hear : I miss you very muchTest-takers read : a. I missed you very muchb. I miss you very much
  10. 10. d. Stress Pattern in can’te. One-word stimulusTest-takers hear : My girlfriend can’t go to the partyTest-takers read : a. My girlfriend can’t go to the partyb. My girlfriend can go to the partyTest-takers hear : vineTest-takers read : a. vineb. wine
  11. 11. 2. Paraphrase Recognitiona. Sentence paraphraseTest-takers hear : Hello. My name’s Keiko.I come from JapanTest-takers read : a. Keiko is comfortable in Japanb. Keiko wants to come to Japanc. Keiko is Japanesed. Keiko likes Japan
  12. 12. b. Dialogue paraphraseTest-takers hear : Man : Hi, Maria. My name is GeorgeWoman : Nice to meet you, George.Are you American?Man : No. I am CanadianTest-takers read : a. Tracy lives in the United Statesb. Tracy is Americanc. Tracy comes from Canadad. Maria is Canadian
  13. 13. 1. Appropriate respons to a questionTest-takers hear : How much time did you take todo your homework ?Test-takers read : a. In about an hour.b. About an hourc. About $10d. Yes, I did
  14. 14. 2. Open-ended respons to a questionTest-takers hear : How much time did youtake to do your homework ?Test-takers read write or speak :_______________
  15. 15. SelectiveListeningListeningClozeSentenceRepetitionInformationalTransfer
  16. 16. 1. Listening cloze• It requires the test-taker to listen a storymonologue, or conversation andsimultaneously read the written text in whichselected words or phrases have beenselected• In a listening cloze task, test-takers see atranscript of the passage that they arelistening to and fill in the blanks with thewords or phrases that they hear
  17. 17. Test-takers write the missing words orphrases in the blanks• Flight to Portland will depart fromgate at P.M• Flight to Reno will depart atP.M from gate seventeen
  18. 18. 2. Informational transfer• Information transfer: multiple-picture-cued-selection• Information transfer: single-picture-cued-verbal-multiple-choice• Information transfer: chart-filling
  19. 19. 3. Sentence Repetition• The task of simply repeating a sentence or apartial sentence, or sentence repetition, isalso used as an assessment of listeningcomprehension
  20. 20. 1. Dictationwidely researched genre of assessinglistening comprehension> 50 – 100 words> recited 3 times: normal speed, longpauses between phrases, normal speed
  21. 21. 2. Communicative stimulus-responsetasks• Listen to a monologue or conversation andrespond to a set of comprehensionquestions.• Disadvantages: some of the multiple-choicequestions don’t mirror communicative real-life situations.• The conversation is authentic, but listeningto a conversation between a doctor and apatient is rarely done.
  22. 22. 3. Authentic listening tasks• Ideally, listening tests are cognitivelydemanding, communicative, authentic,and interaction.• Test as a sample ofperformance/tasks implies an equallylimited capacity to mirror all the real-world context of listening performance
  23. 23. Alternatives to assess comprehension in atruly communicative context1. Note taking• Listening to a lecturer and write down theimportant ideas.• Disadvantage: scoring is time consuming• Advantages: mirror real classroom situation it fulfillsthe criteria of cognitive demand, communicativelanguage & authenticity
  24. 24. 2. Editing• Editing a written stimulus of an auralstimulusTest-takers read : the written stimulus materialTest-takers hear: a spoken version of the stimulusTest-takers mark: the written stimulus by circling anywords
  25. 25. 3. Interpretive tasksparaphrasing a story or conversation• Potential stimuli include: song lyrics, poetry,radio, TV, news reports, etc.• The stimuli can be directed through questionslike: “why was the singer feeling sad?”, “what doyou think the political activists might do next?”• Difficulties: The task conforms to certain timelimitation, and the questions might be quitespecific, there may be more than one correctinterpretation (scoring)
  26. 26. 4. Retelling• Listen to a story or news event and simplyretell it either orally or written  show fullcomprehension• Difficulties: scoring and reliabilityvalidity, cognitive, communicative ability,authenticity are well incorporated into thetask.Interactive listening (face to faceconversations)