2.5. Listening Skill and Item Placing
Regarding the different point of views about the time of presenting listening test items and concerning the advantages and disadvantages, the present study recommends that the teachers pay attention to the matter of placing the listening questions in an appropriate place. Moreover, it helps them to design and administer a listening comprehension test in such a way that it enhances the learners' chance to use their abilities to answer the questions by decreasing the effects of anxiety to a minimum, , because viewing listening test items in the three different positions “after, before and while” of audio text , may affect on test anxiety and test performance .To clarify this , the study focuses of attention on the various definitions of anxiety and the relationship between anxiety and listening test performance.
Some writers like Cohen (1984), Rost (1990), and Shohamy and Inbar (1991) have shown some positive impact of preview questions. Regarding the benefits of earlier reading in a listening comprehension test, some researchers believe that guiding students to the right directions, driving them into the correct mood for a specific text. Moreover, helping them to find specified purpose(s) for listening, activating relevant schemata, and motivating them to listen to the text and concentrate it to extract key words and information are some of the roles of pre-listening activities (Harmer, 1991; and Rost, 1990).
Some researches which is done in Iran also indicate the advantages of previous reading in listening comprehension test and positive effect of preview questions .For instance, Sadighi and Zare (2006, cited in Makki , 2012) explored the effect of background knowledge on list...
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...ning case studies, test-takers who previewed the test questions reported that it helped them understand better and they listened specifically for answers to the questions. Chang (2005) founds the effectiveness of question preview was influenced by the kind of questions (short-answer versus multiple choice) and the test-takers' language competence. In other words, He refers to the type of questions and the test takersُ level of proficiency as the two effective factors, which can affect on the efficiency of before reading the listening test items. He explains that EFL students in high level of ESL/EFL proficiency considered it more useful to preview multiple-choice questions than short-answer ones; but, students in low-level perceived no distinction between the two. He suggests that if the test questions must be comprehended, low-level students will be unsuccessful.
In his essay “How We Listen,” Aaron Copland classifies and divides the listening process into three parts: “the sensuous place, the expressive plane, and the sheerly musical plane” (1074). I believe by this mechanical separation, Copland succeeds in discussing difficult topic, so natural that most people tend to by pass it. He uses analogy and sometimes stresses on certain situation where these planes are abused or become a cause of a problem. The main purpose for Copland to separate the listening process is for the reader to learn and study how they listen. Copland’s success in the clarification mainly because of two methods: (1) Categorizing the listening process in different parts and use an analogy to unite it to bring back the general idea of the listening process and (2) by answering and addressing to problems so the readers will understand and have a different view of the text.
Dewitz, Jones and Leahy (2009) state that comprehension reading instructions in classrooms does not always meet the standards that have been set by educational experts (p. 107). The comprehension programs adopted do not provide learners the time to practice what they are learning through the comprehension because learners are given too much material to learn. Learners are at a disadvantage because they may probably not complete the core curriculum topics as outlined in the study guide. The programs cover a lot more topics than before, which make instructors to rush learners through the curriculum before a clear assessment of learners’ internalization of what they are taught is done.
The Listening Project was a social experiment where a group of people traveled the world and asked people what they thought about America and simply listened to their responses. This experiment provided very strong responses both positive and negative from different groups of people while others had a very vague ideas or thoughts about America. By just listening to these people respond they were able to get a better understanding how people all over the world feel about America. This film helps answer two very important questions, why is it important to listen to what others think and what does it mean to be a world citizen. Also it highlights key concepts of communication, skepticism, empathetic listening and vividness.
All assessments need to be authentic to assess a student's knowledge successfully. For this analysis I chose the reading comprehension lesson on Aunt Flossie’s Hats which covers the standard: LAFS.3.RI.1.2; determine the main idea of a text; recount the key details and explain how they support the main idea. This is a summative assessment used to register the student’s knowledge of the lesson. For this assessment to be an accurate gauge of the ELL’s ability I modified the verbiage of the worksheet in the English Learner’s native language. Modifying the summative assessment will provide me with a thorough overview of the English Language Learner’s comprehension level without any language barriers.
Auditory learners are people who learn more effectively through listening to speeches or lectures. About 30 percent of the population is an auditory learner (Jacob, S. and Cole, S. 2005). For auditory learners they have to have sound in the background in order to learn the best. Auditory learners depend on hearing and speaking as a primary way of learning. They will use phrases like “it is starting to ring a bell” and “sounds good to me” to describe distinct memories. There are two types of auditory learners, auditory listeners and verbal processors. An auditory listener prefers to have things explained to them and will have trouble with written instructions; where as verbal processors must move their lips and reiterate the thoughts in order to understand the instructions. It is important for auditory learne...
A vital aspect of interpersonal communication is the style in which one listens. While every individual possesses their own preferred method of listening in communication, it can be enlightening to analyze our own strengths and weaknesses so as to maximize effectual communication. Within the confines of four main listening style categories, I have chosen those which best describe my own personal listening style.
What is literacy, and who establishes it? In recent times, definitions of literacy were strictly centered around reading and writing, but nowadays these definitions are no longer sufficient and accurate in the modern society. Literacy is inevitably a combination of both cultural and communicative practices shared between people, particularly of similar groups. Literacy in present-day society is not strictly defined as the ability to read and write, but as a reflection of evolving skills needed to fully function within a society.
Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006.
The IELTS test is designed to assess students’ competence in English language in an integrated skills; reading, speaking, writing and listening. It is an obligatory exam for registration in many universities as well as it is a certificate to raise their luck in gaining a job. The listening test is particularly aimed at measuring the ability of students understanding of English. In most cases Universities offer preparation course for the students to develop their skills further, in order to prepare them, the exam centres are well equipped with computers, microphones and other recording devices. This paper will accentuate on evaluating an IELTS listening test in relation to its reliability, validity, authenticity, instructiveness, fairness, impact and wash back. The particular test to be evaluated was taken from IELTS official practice material updated in March 2009.
Making use of prior knowledge is extremely important in reading comprehension. Readers can draw upon background knowledge and experiences to help them navigate through the text. Prior knowledge can also be gained through direct instruction before students begin to read, such as using pictures and graphs. Mental imagery can also be taught through direct instruction and can help students visualize what they are reading. Metacognitive strategies benefits comprehension because it causes readers to think about their thinking.
Every business consists of a variety of communication activities such as listening, speaking, questioning, gathering and participating in small work groups. The listening skill is one of the most important aspects of communication process. It helps to understand and read the other person’s message. Effective listening skills create positive workplace relationships which influence our opinions and responsiveness to one another.
Theoretical According to listening expert and researcher Dr. Ralph Nichols, "The most basic of all human needs is the need to understand and be understood. The best way to understand people is to listen to them”. Listening, as Nichols points out, is both necessary and an integral aspect of the communication process and is one of the most important skills one can acquire. Although critically important in everyday and professional affairs, the specific skill of effectively listening unfortunately is lacking in most people.
Advantages of someone in learning are not necessarily the same as what they deem as their strengths. If the assessment of a person is more to visual learner, or in other words information is processed best by seeing, the fact that he may feel that the information read is also beneficial to him should not be denied. One of the main purposes of this assessment is to help students who have difficulties in learning by helping them to determine the ways to select the information and translate it into learning strategies and skills to answer questions.
Over the past few days, I have been able to reflect on my listening skills; both strengths and weaknesses. Although I do have some strong points as a listener, there are several areas I need to improve on. Upon reflection, I was also able to create a number of goals I have for working on these skills over the semester and continuing these after the conclusion of the class.
1. Participants who are exposed to continuous non-meaningful speech during reading comprehension will perform poorer during testing than participants who are exposed to intermittent non-meaningful speech.