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| Autor/in | Alexander, Loren |
|---|---|
| Titel | Testing in Beginning FLES: Listening. |
| Quelle | (1985), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Leitfaden; Elementary Education; FLES; Language Tests; Listening Comprehension Tests; Second Language Instruction; Speech Skills; Testing |
| Abstract | The kinds of testing of listening skills that could be introduced for Foreign Languages in Elementary Schools (FLES) in the early stages of instruction (e.g., in the third grade at the end of 10-20 clock hours of instruction) are discussed. It is suggested that listening is rarely tested in isolation, but normally is mixed with speaking or writing. At least three types of test item responses exist for listening: action response, evaluation response, and communication response. All are intended to create a response that can be used to evaluate listening (comprehension) skill without resorting to the other language skills or with only minimal use of simple utterances that make little or no demand on the speaking skill. In an action response one hears a command and physically carries out the command. The complexity of the teacher's utterance and the degree of familiarity of the utterance could become factors in the determination of scores. An evaluation response calls for the learners to give some indication of whether an utterance accurately portrays reality, or which of a set of possible responses is the correct one. Action response and evaluation response items call for little or no use of speaking, while communication response calls for oral response. The students' utterance involves not only their perception of the teacher's message, but also its intent and the formulation of an appropriate response with well-chosen linguistic structures. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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