The Relative Difficulty of Dialogic and Monologic Input in a Second-Language Listening Comprehension Test

Autor/inn/en	Papageorgiou, Spiros; Stevens, Robin; Goodwin, Sarah
Titel	The Relative Difficulty of Dialogic and Monologic Input in a Second-Language Listening Comprehension Test
Quelle	In: Language Assessment Quarterly, 9 (2012) 4, S.375-397 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2012.721425
Schlagwörter	Listening Comprehension Tests; Test Items; Content Analysis; Auditory Stimuli; Computer Software; Test Content; Listening Skills; Test Results; Linguistic Input; Difficulty Level; English (Second Language); Second Language Learning; Language Tests; Item Analysis; Spanish; Native Speakers; Latin Americans; Language Proficiency; Michigan Test of English Language Proficiency + Suchen Sie Ihr Suchwort? Hörverstehensübung; Test content; Testaufgabe; Inhaltsanalyse; Auditive Stimulation; Sprachbildung; Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Itemanalyse; Spanisch; Muttersprachler; Latin America; People; Lateinamerika; Bevölkerung; Volk; Language skill; Language skills; Sprachkompetenz
Abstract	Listening comprehension tests typically include both monologic and dialogic input to measure listening ability. However, research as to which type of input is more challenging for examinees remains limited and has provided inconclusive results (Brindley & Slatyer, 2002; Read, 2002; Shohamy & Inbar, 1991). A better understanding of the comparative difficulty of items associated with both input types is important, as it has implications for developing test content at the desired levels of difficulty. This study explores this issue by analyzing examinee performance on test items developed to accompany three pairs of stimuli on the same topic. Each pair of stimuli consists of a monologue and a dialogue with identical content and vocabulary. The test items associated with these stimuli were embedded in 3 test forms taken by 494 examinees as a part of a routine administration of the Michigan English Test. Test results were analyzed with the Rasch computer program WINSTEPS (Linacre, 2009) to investigate the relative difficulty of the items associated with the two versions of the input and the measurement characteristics of the item options. To interpret statistical findings, a content analysis of the stimuli and items was also performed. Findings provide partial support to the hypothesis that items associated with dialogic input may be easier for examinees than the same items associated with identical monologic input. The implications of these findings for developers and users of listening comprehension tests are discussed. (Contains 10 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10