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Autor/inn/enWang, Haiping; Yu, Guoxing
TitelTest-Takers' Cognitive Processes during a Listen-to-Summarize Cloze Task
QuelleIn: International Journal of Listening, 35 (2021) 1, S.1-28 (28 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1090-4018
DOI10.1080/10904018.2018.1473040
SchlagwörterCognitive Processes; Cloze Procedure; Language Tests; High Stakes Tests; Listening Comprehension Tests; Test Wiseness; English (Second Language); Language Proficiency; Majors (Students); Lecture Method; Undergraduate Students; Late Adolescents; Protocol Analysis; Decoding (Reading); Attention; Decision Making; Inferences; Foreign Countries; China (Shanghai)
AbstractListen-to-summarize cloze (LSC) tasks are not rare in high-stakes language tests; however, we know little about what test-takers do during the tasks. In our study, we examined 16 students' think-aloud protocols (TAPs) which were recorded while they were completing two LSC tasks. The analysis of the 16 TAPs indicated iterative cognitive processes of LSC task completion. Simultaneously, the different gap types in the LSC tasks required different levels of cognitive processes. We also discussed the possible cognitive depth to which LSC tasks can target and the challenges in designing appropriate gap types to assess different levels of cognitive processes. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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