Assessing listening
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The document discusses the significance of listening in language classes and the challenge of assessing students' listening skills through various types of listening performance, such as intensive, responsive, selective, and extensive. It also highlights the necessity of distinguishing between micro and macro listening skills, as well as the difficulties that can hinder effective listening. Additionally, it addresses the discrepancy in testing between speaking and listening competencies in educational settings.
Assessing listening
- 1. Assessing Listening Brown, D. (2004). Language Assessment Principles and Classroom Practice. Longman
- 2. What is the role of listening in a language class?
- 3. Is it possible to truly assess a student’s listening skills?
- 4. Types of Listening Performance ★ Intensive ★ Responsive ★ Selective ★ Extensive
- 5. Types of Listening Performance ★ Intensive ○ Phonemes, words, intonation, discourse markers ★ Responsive ○ short text - short response ○ Question, greeting, command, comprehension check ★ Selective ○ scanning for certain information ○ names, numbers, directions, etc. ★ Extensive ○ gist, main idea, inferences
- 6. Sample 1: Recognising phonological & morphological elements
- 7. ● Sample 2: Paraphrase recognition
- 8. ● Sample 2: Paraphrase recognition In this activity, you will hear a short statement which will be said once. Listen carefully in order to understand what the speaker says. After you hear the statement, read the four sentences in each set. Decide which sentence is closest in meaning to the statement you hear. Write the letter of your answer in the blank before each number. _____1. A. Norma entered the wrong classroom at first, but finally found the right one. B. Norma was late for class because of heavy traffic. C. Norma missed the class. D. Norma had some trouble finding the classroom, but she arrived on time.
- 9. ● Sample 3: Paraphrase recognition
- 10. Sample 4 Information Transfer➢ Aurally processed information must be transferred to a visual representation ➢ For example, labelling a diagram, completing a form, showing routes on a map
- 11. Information Transfer - Chart Filling ➢ Used for greater authenticity. ➢ Artefacts of daily life are used. ➢ For example: charts, grids, timetables etc.
- 12. How can you tell if an adult is proficient in “listening?” Micro and Macro Skills
- 14. Micro- Skills of Listening ➢ Notice differences in the sounds of English ➢ Retain chunks of language ➢ Stressed and Unstressed, Rhythmic Structure, Intonation - role in signalling information ➢ Reduced forms, Rate of Delivery, Pauses, Errors, Corrections etc ➢ Grammar, sentence constituents ➢ Recognise cohesive devices
- 15. *Look at the form below. * You will hear a man calling a computer supplier. HILLS PC SUPPLIES Customer Services Telephone Message Caller’s Name: James Firth Client: Allen and Brown, Ltd Item(s) Ordered : …………... Order No./date: HPCO2345/12-3-02 Notes: Order was delivered late by the ……. And was supplied without …….. Action: Call to apologise and discuss ………..
- 16. Think about some tasks that assess micro listening skills.
- 17. Macro Skills ➢ Communication based on situations ➢ Infer situations using real life knowledge ➢ From events, ideas - relations to main idea, supporting idea, new information, given information, generalization, and exemplification. ➢ Difference between literal and implied meanings ➢ Non-verbal clues to decipher meaning ➢ Listening strategies - detecting keywords, guessing from context, appealing for help and signalling comprehension or lack thereof.
- 18. Think about some tasks that assess macro listening skills.
- 19. What makes listening hard? Teaching, Learning, Assessing 1. Clustering 2. Redundancy 3. Reduced Forms 4. Performance Variables 5. Colloquial Language 6. Rate of Delivery 7. Stress Rhythm and Intonation 8. Interaction
- 20. Tasks I use to assess listening ● Note -Taking ● Editing ● Interpretative Tasks ● Retelling ● Interactive Listening
- 21. Can we observe listening competency?
- 22. We spend more time listening than speaking Why do we have more tests measuring speaking than listening?
- 23. “No Test is Completely Authentic” Do you agree or disagree?