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Rethinking the Second Language Listening Test - From Theory to Practice (Paperback)
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Rethinking the Second Language Listening Test - From Theory to Practice (Paperback)
Series: British Council Monographs on Modern Language Testing
Expected to ship within 10 - 15 working days
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Rethinking the Second Language Listening Test argues that the key
to more valid testing of second language listening lies in a better
understanding of the nature of the skill and of the signal that
listeners have to decode. Using this information as a point of
departure, it takes a critical look at many of the myths and
conventions behind listening tests and provides practical
suggestions as to the ways in which they might be rethought. The
book begins with an account of the various processes that
contribute to listening in order to raise awareness of the
difficulties faced by second language learners. The information
feeds in to a new set of descriptors of listening behaviour across
proficiency levels and informs much of the discussion in later
chapters. The main body of the book critically examines the various
components of a listening test, challenging some of the false
assumptions behind them and proposing practical alternatives. The
discussion covers: the recording-as-text, the recording-as-speech,
conventions of test delivery, standard task formats and item
design. Major themes are the critical role played by the recorded
material and the degree to which tests impose demands that go
beyond those of real-world listening. The following section focuses
on two types of listener with different needs from the general
candidate: those aiming to demonstrate academic or professional
proficiency in English and young language learners, where level of
cognitive development is an issue for test design. There is a brief
reflection on the extent to which integrated listening tests
reflect the reality of listening events. The book concludes with a
report of a study into how feasible it is to identify the
information load of a listening text, a factor potentially
contributing to difficulty.
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