A Comparative Study of Listening Comprehension Measures in English as an Additional Language and Native English-Speaking Primary School Children

Autor/inn/en	McKendry, Mairead Grainne; Murphy, Victoria A.
Titel	A Comparative Study of Listening Comprehension Measures in English as an Additional Language and Native English-Speaking Primary School Children
Quelle	In: Evaluation & Research in Education, 24 (2011) 1, S.17-40 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0790
Schlagwörter	Foreign Countries; Elementary School Students; English (Second Language); Listening Comprehension; Native Speakers; Comparative Analysis; Reading Comprehension; Achievement Tests; Measures (Individuals); United Kingdom; Neale Analysis of Reading Ability; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverständnis; Muttersprachler; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Messdaten; Großbritannien; WIAT; Eignungsprüfung; Eignungstest
Abstract	The aim of this study was to investigate the suitability of different measures of listening comprehension for Years 2, 3 and 4 children with English as an additional language (EAL). Non-standardised uses of reading comprehension measures are often employed as proxy measures of listening comprehension, i.e. for purposes for which they were not intended. The extent to which such uses can validly and reliably measure listening comprehension is disputed. In this study, one standardised and two unstandardised measures of listening comprehension were implemented: the listening comprehension subtest of the Wechsler Individual Achievement Test, Second UK Edition (WlAT-II); a listening comprehension version of the Neale Analysis of Reading Ability-Revised with original, open-ended questions (NARA-R [open-ended]); and a listening comprehension version of the NARA-R with modified, forced-choice questions (NARA-R [forced-choice]). It is argued that the NARA-R (forced-choice) is susceptible to guessing and is less reliable as a measure of listening comprehension. It is further argued that the appropriateness of both the WIAT-II and the NARA-R (open-ended) varies depending on participants' age and language group. Issues of reliability and validity, and the wider methodological relevance of this study's findings, are discussed throughout. (Contains 3 figures and 18 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10