Assessing Listening

Group 6 : (2011-D)

1. Sanggriani F.2. Meilita A. Putrie3. Adimas F.

Listening is often implied as a component of speaking

The importance of Listening

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Table of content

Extensive

Assessing for?

• Hearing = physical Listening = emotional

• Hear = earListen = heart

• Listening = following and understanding the sound.Listening = hearing with a purpose

• Listening = absorption of the meanings of words and sentences by the brain

What is HEARING & LISTENING ?

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

1. Low Concentration2. Trying too hard3. Jumping ahead4. Focus on style5. Cultural Difference

What Makes Listening Difficult

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

1-Low Concentration

2-Trying too Hard

3-Jumpingahead

4-Focuson Style

5-CulturalDifference

Assessing for?

Low concentration can be the result of:• Psychological situation:

– lack of interest in the subject material, stress or personal bias.

• Physical situations: – such as visual distractions (gangguan/kebingungan),

physical discomfort.

1-Low Concentration

What Makes Listening DifficultBarrier 01 – Low Concentration

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

2-Trying too Hard

3-Jumpingahead

4-Focuson Style

5-CulturalDifference

Assessing for?

• Listeners need to prioritize the information they receive to pick out what is most important.

• Often, the listeners only get the information that is less pertinent or even not relevant at all.

• When listeners give equal weight to everything they hear, it makes it difficult to organize and retain the information they need.

What Makes Listening DifficultBarrier 02 - Trying too hard

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

1-Low Concentration

2-Trying too Hard

3-Jumpingahead

4-Focuson Style

5-CulturalDifference

Assessing for?

• When listening to a speaker's message, it is common to sometimes overlook aspects of the conversation before all of the information is presented.

What Makes Listening DifficultBarrier 03 - Jumping ahead

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

1-Low Concentration

2-Trying too Hard

3-Jumpingahead

4-Focuson Style

5-CulturalDifference

Assessing for?

• When listening to a speaker, listeners can get distracted by other elements than the message that has been transmitted.

• A different approach or the style that the speaker communicates can draw the listener's attention away from the real information, affecting his opinion unfairly.

What Makes Listening DifficultBarrier 04 - Focusing on style, not substance

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

1-Low Concentration

2-Trying too Hard

3-Jumpingahead

4-Focuson Style

5-CulturalDifference

Assessing for?

• Cultural differences (including speakers' accents, vocabulary, and misunderstandings) can also obstruct the listening process.

• To avoid this obstruction (halangan), listeners should make a point of being aware of potential cultural differences in advance.

What Makes Listening DifficultBarrier 05 - Cultural Differences

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

1-Low Concentration

2-Trying too Hard

3-Jumpingahead

4-Focuson Style

5-CulturalDifference

Assessing for?

• Intensive : phonemes, words, intonation• Responsive: a greeting, command, question• Selective : TV , radio news items, stories• Extensive : listening for the gist, the main

idea, making inference

Types of Listening

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

1. Recognizing Phonological & Morphological Elements

a. Phonemics pair, consonants

Designing Assessment Tasks : Intensive Listening

Test-takers hear : He’s from CaliforniaTest-takers read :

a. He’s from Californiab. She’s from California

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

b. Phonemics pair, vowels

c. Morphological pair, -ed ending

Designing Assessment Tasks : Intensive Listening

Test-takers hear : Is he living? Test-takers read:

a. Is he leaving ?b. Is he living?

Test-takers hear : I missed You very much. Test-takers read :

a. I missed you very muchb. I miss you very much

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

d. Stress Pattern in “can’t”

e. One-word stimulus

Designing Assessment Tasks : Intensive Listening

Test-takers hear : My girlfriend can’t go to the party. Test-takers read :

a. My girlfriend can’t go to the partyb. My girlfriend can go to the party

Test-takers hear : VineTest-takers hear :

a. vineb. wine

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

2. Paraphrase Recognitiona. Sentence paraphrase

Designing Assessment Tasks : Intensive Listening

Test-takers hear : Hello, my name’s Keiko. I come from Japan

Test-takers read :a. Keiko is comfortable in Japanb. Keiko wants to come to Japanc. Keiko is Japanesed. Keiko likes Japan

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

b. Dialogue paraphrase

Designing Assessment Tasks : Intensive Listening

Test-takers hear : Man : “Hi Maria, my name’s George.”Woman : “Nice to meet you, George.

Are you American?”Man : “No, I’m Canadian”

Test-takers read : a. George lives in the United Statesb. George is Americanc. George comes from Canadad. Maria is Canadian

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

1. Appropriate response to a question

2. Open-ended response to a question

Designing Assessment Tasks : Responsive Listening

Test-takers hear : How much time did you take to do your homework?

Test-takers read : a. In about an hour.b. About an hourc. About $10d. Yes, I did

Test-takers hear : How much time did you take to do your homework?

Test-takers read, write, or speak : _____________________________________________

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

Techniques :1. Listening Cloze2. Information Transfer

Designing Assessment Tasks : Selective Listening

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Listening Cloze Information Transfer

Assessing for?

• Cloze : Listen, and fill the blanks. In a listening cloze task, test-takers see a transcript of the passage that they are listening to and fill in the blanks with the words or phrases that they hear.

• Example : Song lyrics, etc.

Listening Cloze(cloze dictations or partial dictations)

Listening Cloze Information TransferOpen

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

Test-takers write the missing words or phrases in the blanks

Listening Cloze(cloze dictations or partial dictations)

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Listening Cloze Information Transfer

I Have A Dream - Westlife

I have a dream, a ______ to singTo help me _____ , with anythingIf you see the wonder, of a ______________You can take the __________ , even if you failI believe in angels, something good in everything I seeI believe in _________ , when I know the time is right for meI'll cross the stream, I have a dream

Oh yeahI have a dream, a _________ To help me _________ , realityAnd my destination, makes it worth the while________ through the darkness, still another _______ I believe in angels, something good in everything I seeI believe in angels, when I know the time is right for meI'll cross the ________ , I have a dream

songcope

futurefairytale

angels

Assessing for?

fantasythrough

mile

stream

pushing

1. Multiple-picture-cued-selection2. Single-picture-cued-verbal-multiple-choice3. Chart-filling

Information Transfer

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Listening Cloze Information Transfer

Assessing for?

Choose the correct picture. In my back yard I have a bird feeder. Yesterday, there were two birds and a squirrel fighting for the last few seeds in the bird feeder. The squirrel was on top of the bird feeder while the larger bird was sat at the bottom of the

feeder screeching at the squirrel. The smaller bird was flying around the squirrel, trying to scare it away.

Information Transfermultiple-picture-cued-selection

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Listening Cloze Information Transfer

Assessing for?

Information Transfersingle-picture-cued-verbal-multiple-choice

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Listening Cloze Information Transfer

Assessing for?

• Lucy gets up at eight o’clock every morning except on weekends. She has English on Monday, Wednesday and Friday at ten o’clock. She has History on Tuesdays and Thursdays at two o’clock. She takes Chemistry on Monday from two o’clock to six o’clock. She plays tennis on weekends at four o’clock. She eats lunch at twelve o’clock everyday except Saturday and Sunday.

• Now listen a second time. There will be a pause after each sentence to give you time to fill in the chart.

Information Transferchart-filling

Monday Tuesday Wednesday Thursday Friday Weekends

8:00 get up get up get up get up get up

10:00

12:00

2:00

4:00

6:00

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Listening Cloze Information Transfer

Assessing for?

Listening to develop a top down, global understanding of spoken language.

Listening for the gist (intisari) Listening for the main idea (pokok bahasa) Making inferences (menarik kesimpulan)

Extensive Listening

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

• Dictation1. >50 – 100 words2. recited 3 times: normal speed, long pauses between

phrases, normal speed

• Communicative stimulus-response tasks– Dialogue and multiple-choice comprehension items– Dialogue and authentic questions on details

• Authentic listening tasks– Note –taking : Listening to a lecturer and write down the

important ideas– Editing– Retelling : Listen to a story or news event and simply

retell it either orally or written

Extensive ListeningAssessment Task :

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

Extensive

HEAR vs. LISTEN

Assessing for?

1. Beginning Learners2. Intermediate Learners3. Advanced Learners

Assessing for specific Learners :

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Beginning L. Intermediate L. Advanced L.

Assessing for?

1. Discrete test items2. Cloze activities3. Dictation4. Portfolio

Assessing Beginning Learners :

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

Beginning L. Intermediate L. Advanced L.

• communicative tests1. Jigsaw listening2. Interview3. Pair or group-work based

Assessing Intermediate Learners :

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

Beginning L. Intermediate L. Advanced L.

1. Responsive listening2. Information transfer questions3. Portfolio4. TOEFL and TOEIC (outside the classroom)

Assessing Advanced Learners :

Open

Types

Why Listening difficult

Designing task

Intensive

ResponsiveSelective

HEAR vs. LISTEN

Extensive

Assessing for?

Beginning L. Intermediate L. Advanced L.

Any Questions?