Construct Validation of Listening Comprehension Tests: The Effect of Text and Question Type.

Autor/inn/en	Shohamy, Elana; Inbar, Ofra
Titel	Construct Validation of Listening Comprehension Tests: The Effect of Text and Question Type.
Quelle	(1988), (35 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Construct Validity; High Schools; Language Tests; Listening Comprehension Tests; Second Language Learning; Test Construction; Test Items + Suchen Sie Ihr Suchwort? High school; Oberschule; Language test; Sprachtest; Hörverstehensübung; Zweitsprachenerwerb; Testaufbau; Test content; Testaufgabe
Abstract	A study examined the construct validity of second language listening comprehension tests that use different types of texts by determining to what degree the text's listenability facilitates or hinders comprehension. Three hypotheses were tested: (1) texts containing more listenable features, thus closer to the oral end of the oral/literate continuum, will yield higher scores than texts closer to the literate end; (2) second language learners will perform better on questions related to the local rather than global text elements; and (3) the interaction between oral text types and local question types will yield higher scores than the interaction between literate text types and global questions. Three text type versions of the same text (news broadcast, mini-lecture, and consultative dialogue) were used in a test administered to 150 high school seniors who were students of English as a second language. Open-ended questions concerning the texts were categorized as local, global, or trivial. Results indicated that the most literate text type, the news broadcast, was more difficult to comprehend than the other two, which contained more orally oriented features. The findings supported all three hypotheses. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC