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Assessing Listening, Jade Isabel Uribe González / LMI 811 - Coggle Diagram
Assessing Listening
What makes listening difficult
Clustering
Attending to appropriate chunks of language (phrases, clauses, constituents)
Redundancy
Recognizing kinds of repetition that unrehearsed spoken language has.
Reduced forms
Understanding the reduced forms that are usually not seen in textbooks.
Performance variables
Eliminate hesitations, pauses, false starts, and corrections in natural speech.
Colloquial Language
Comprehension of idioms, slangs, reductions, shared cultural knowledge
Rate of delivery
Keeping up with the speed of the speaker.
Stress, rhythm and intonation
Understanding the prosodic elements of spoken language.
Interaction
Managing the interactive flow of language: listening -> speaking-> listening
Types of listening performance
Intensive
Listening for the perception of the components (phonemes, words, intonation, etc.) of a larger stretch of a language.
Responsive
Listening to a short stretch of language (greeting, question, command, etc.) in order to make an equally short response.
Selective
Processing stretches of discourse (ex. short monologues) for several min. to scan info. The goal of this performance is to COMPREHEND DESIGNATED INFO in longer stretches of spoken language (directions, radio news items, stories)
Assessment could ask: names, numbers, certain facts of events, directions, category.
Extensive
Listening to develop a global understanding of spoken language. It ranges from listening lengthy lectures to a conversation. Listening for the gist, for the main idea, and making inferences are part of this performance.
Test takers need to invoke interactive skills: note-taking, questioning, discussing.
It's the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain.
Listening is often implied as a component of speaking. To speak one must listen too.
Basic types of listening
There's a process to it
Recognition of speech sounds.
Comprehension of surface structure elements (phonemes, words, intonation, etc:)
Ex. Phonemic pair
Determine the type of speech and attend to its context and content.
Undersanding of pragmatic context.
Linguistic decoding to interpret the message.
Determining meaning of auditory input.
Elimination of exact linguistic form to retain important information in long-term memory.
Developing the gist, a global or comprehensive understanding.
It's based on specification of objectives.
A useful way of specifying objective is Richard's list of micro/macro skills
Micro
Retain chunks of language of different lenghts in short-term memory.
Discriminate among the destinctive sounds of English.
Recognize English stress patterns, words in stressed and unstressed positions, rythmiv structure, intonational contours, and their role in signaling information.
Recognize reduced forms of words.
Distinguish word boundaries, recognize a a core of words, and interpret word order pattetrns and their significance.
Process speech at different rates of delivery
Process speech containing pauses, errors, corrections and other performance variables.
Recognize grammatical word classes (nouns, verbs, etc.) Systems (e.g., tense agreement, pluralization), patterns rules and elliptical forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognize that a particulat meaning may be expressed in different grammatical forms.
Recognize cohesive devices spoken language discourse
Macro
Recognize the communicative funcions of utterances, according to situations, participants, goals.
Infer situations, participants, goals using real-world knowledge.
From events, ideas, etc. Described, predict outcomes, inferlinks and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, generalization, and exemplification.
Distinguish between literal and implied meanings.
Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
Develop and use a battery of listening, such as detecting keywords, guessing the meaning of words from context, appealing for help, and signaling compherension or lack thereof.
Jade Isabel Uribe González / LMI 811
