Assessing L2 Listening: Moving towards Authenticity. Language Learning & Language Teaching. Volume 50

Autor/inn/en	Ockey, Gary J.; Wagner, Elvis
Titel	Assessing L2 Listening: Moving towards Authenticity. Language Learning & Language Teaching. Volume 50
Quelle	(2018), (278 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-90-272-0127-0
Schlagwörter	Listening Comprehension; Second Language Learning; Second Language Instruction; Listening Comprehension Tests; Language Tests; Communicative Competence (Languages); Oral Language; Comparative Analysis; Speech Communication; Language Variation; Linguistic Input; Scores; Pronunciation; Reliability; English (Second Language); Auditory Perception; Video Technology; Decision Making; Cues; Test Items; Item Analysis + Suchen Sie Ihr Suchwort? Hörverständnis; Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverstehensübung; Language test; Sprachtest; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Sprachenvielfalt; Sprachbildung; Aussprache; Reliabilität; English as second language; English; Second Language; Englisch als Zweitsprache; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Decision-making; Entscheidungsfindung; Stichwort; Test content; Testaufgabe; Itemanalyse
Abstract	This book is relevant for language testers, listening researchers, and oral proficiency teachers, in that it explores four broad themes related to the assessment of L2 listening ability: the use of authentic, real-world spoken texts; the effects of different speech varieties of listening inputs; the use of audio-visual texts; and assessing listening as part of an interactive speaking/listening construct. Each theme is introduced with a review of the relevant literature, and then is examined through either two or three empirical studies. The notion of authenticity underlies each of these four themes. By creating more authentic test tasks that are similar to real world language tasks, test developers can create listening assessments that not only more effectively assess test takers' communicative competence, but can also have a positive washback effect on educational systems. (As Provided).
Anmerkungen	John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://benjamins.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01