Note-Taking Quality and Performance on an L2 Academic Listening Test

Autor/in	Song, Min-Young
Titel	Note-Taking Quality and Performance on an L2 Academic Listening Test
Quelle	In: Language Testing, 29 (2012) 1, S.67-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532211415379
Schlagwörter	Structural Equation Models; Listening Comprehension Tests; Notetaking; Second Language Learning; Language Tests; Academic Discourse; Language Proficiency; Correlation + Suchen Sie Ihr Suchwort? Hörverstehensübung; Zweitsprachenerwerb; Language test; Sprachtest; Discourse; Diskurs; Language skill; Language skills; Sprachkompetenz; Korrelation
Abstract	This study investigated the relationships among the quality of L2 test takers' notes evaluated in terms of different levels of information and test takers' performance on open-ended listening tasks tapping into different comprehension subskills. In addition, this study examined the invariance of the structural relationships among the variables across two different note-taking formats, that is, a blank format and an outline format, by employing a multi-group structural equation modeling (SEM) approach. The results indicated that note quality measures, in particular the number of topical ideas found in the notes and the organization of these notes, may be good indicators of test takers' second language academic listening proficiency. It was also found that despite the invariance of structural relationships among variables across the two note-taking formats, the associations between the open-ended listening measures and note quality measures were slightly stronger in the outline format than in the blank format. The implications of these results for L2 academic listening assessment are considered. (Contains 8 tables, 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10