ASSESSING
LISTENING
Lecturer : Dr. Yuliana, S.Pd, M. Pd.
Name of Group :
Nadafa Namira Zahra (19018160)
Nella Wahyuni (19018031)
Niken Sakinah (19018032)
Class : K3
A. Observing The Performance of The Listening Skills
Things that we can observe during listening as the resceptive skills are process and
product (invisible, audible).
01
B. The Importance of Listening
02 Listening is often implied/played as a component of speaking.
C. Basic Types of Listening
03 ● Responsitive
● Insentive
04 ● Selective
● Extensive
D. Micro and Macro Skills of Listening
● Microskills are attending to the smaller bits and chunks of language
● Macroskills are focusing on the larger elements
8 REASONS FOR WHAT MAKES LISTENING DIFFICULT
01
● Clustering
02 ● Redundancy
● Reduced Forms
03 ● Performance Variables
● Colloquial Language
04 ● Rate of Delivery
● Stress, rhythm, and intonation
● Interaction
1. Designing Assesment Task : Intensive Listening
Recognizing Phonological & Morphological Elements
Morphological pair, -ed
a. Phonemic pair, consonant Phonemics pair
01 ending
02
Test-takers read : Test-takers read : Test-takers read :
03 ● He’s from California ● Is he leaving ? ● I missed you very much
● She’s from California ● Is he living? ● I miss you very much
04
Stress Pattern in can’t One-word stimulus
01
02
Test-takers read :
03 ● My girlfriend can’t go Test-takers read :
to the party ● vine
04 ● My girlfriend can go ● wine
to the party
Designing Assesment Task : Intensive Listening
Paraphrase Recognition
Sentence paraphrase Phonemics pair
01
02 Test-takers read : Test-takers read :
● Keiko is comfortable ● Tracy lives in the
03 in Japan United States
● Keiko wants to come ● Tracy is American
04 to Japan ● Tracy comes from
● Keiko is Japanese Canada
● Keiko likes Japan ● Maria is Canadian
01
2. Responsive Listening
02
• Appropriate response to a question
03
Test-takers read :
• In about an hour.
04
• About an hour
• About $10
• Yes, I did
3. Selective Listening
a. Listening Cloze
1. It requires the test-taker to listen a story monologue, or conversation and simultaneously read the written text in
which selected words or phrases have been selected.
01
2. 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.
02
Test - takers write the missing words or phrases in the blanks
● Flight ___ to Portland will depart from gate ___ at ___ P.M
03 ● Flight ___ to Reno will depart at ___ P.M from gate seventeen
04 B. Information Transfer
● Information transfer: multiple-picture-cued-selection
● Information transfer: single-picture-cued-verbal-multiple-choice
● Information transfer: chart-filling
C. Sentence Repetition
The task of simply repeating a sentence or a partial sentence, or sentence repetition, is also used as an assessment of
listening comprehension
4. Extensive Listening
● Dictation: widely researched genre of assessing listening comprehension
-50 – 100 words
-recited 3 times: normal speed, long pauses between phrases, normal speed)
01
Difficulty can be manipulated by: The length of the word group, the length of pauses, the speed, complexity of the
02 discourse, grammar and vocabulary, and Scoring (spelling, grammatical, additional words, replacement)
● Communicative stimulus-response tasks
03 -Listen to a monologue or conversation and respond to a set of comprehension questions.
-Disadvantages: some of the multiple-choice questions don’t mirror communicative real-life situations.
04 ● Authentic listening
Alternatives to assess comprehension in a truly communicative context
- Note taking.
- Editing
- Interpretive tasks
- Retelling
THANKYOU!
ENTER
