Assumptions on Plausible Lexical Distractors in the Redesigned TOEIC Question-Response Listening Test

Autor/inn/en	Taladngoen, Unaree; Esteban, Reuben H.
Titel	Assumptions on Plausible Lexical Distractors in the Redesigned TOEIC Question-Response Listening Test
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 15 (2022) 2, S.802-829 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Listening Comprehension Tests; English (Second Language); Language Tests; Second Language Learning; Test Items; Item Analysis; Knowledge Level; Second Language Instruction; Teaching Methods; Listening Skills; Language Fluency; Familiarity; Speech Communication; Test Content; Scores; Test of English for International Communication + Suchen Sie Ihr Suchwort? Hörverstehensübung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Test content; Testaufgabe; Itemanalyse; Wissensbasis; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz
Abstract	Distractors in tests are included to divert attention away from correct answers choices. Knowing what types of distractors commonly appear in tests will benefit test takers as they can prepare themselves beforehand. Therefore, this qualitative study was aimed at making assumptions on plausible lexical distractors which are expected to appear in the TOEIC Question-Response listening test. The data under analysis were 300 items from the TOEIC Question-Response listening practice tests published by two internationally well-known publishers. With the aid of thematic analysis, the findings revealed that the three most commonly plausible lexical distractors were repeated words, similar-sounding words, and word associations, followed by homonyms, overlapping words, derivational words, and homophones, respectively. The two least frequently used lexical distractors were synonyms and antonyms. Based on the findings in the present study, the authors suggest integrating both explicit and implicit listening instructions to enhance EFL students' linguistic and non-linguistic knowledge to avoid being confounded by these lexical distractors in the listening test. Explicit listening instruction can include simple and comprehensible bottom-up activities, such as dictation, macro listening, and narrow listening. In addition, extensive listening through implicit listening instruction can enhance students' listening fluency and familiarity with fluent English speakers' natural speech. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.] (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01