ASSESSING LISTENING

ASSESSING LISTENING

1. INTEGRATION OF SKILLS IN LANGUAGE ASSESSMENT

   • There are authentic manifestations of single skills in our everyday use of language.

2. ASSESSING GRAMMAR AND VOCABULARY

   • There isn't any grammar or vocabulary test that doesn't invoke one or more of the separate skill of listening, speaking, reading, or writing.

3. OBSERVING THE PERFORMANCE OF THE FOUR SKILLS

   • One important principal for assessing a learner's competence is to consider the fallibility of the results of a single performance, such as that produced in a test.
     • Take into consideration several performances before drawing a conclusion:
     • Some previous tests, classworks, journals, portfolios, observstion,etc.

4. THE IMPORTANCE OF LISTENING

   • One's oral production ability is only as a good as one's listening comprehension ability.

5. BASIC TYPES OF LISTENING

   • When listening the brain: recognize speech sounds, determine the type of speech event, use linguistic decoding skills and schemeta, and sometimes delete the exact linguistic form in which the message was receive.
   • 1. Intensive: listening for perception of the components of a larger stretch of language.
     • 2. Responsive: listening for a short stretch of langue to make short responses.
       • 4. Extensive: listening for the gist, global understanding.
     • 3. Selective: scan for certain information.

6. MICRO SKILLS OF LISTENING

   • Discriminate among the distinctive sounds of English, retain chunks, recognize reduced forms of words, distinguish word boundaries and grammatical word classes, recognize cohesive devices in spoken discourse.

7. MACRO SKILLS OF LISTENING

   • Recognize the communicative functions of utterance, infer situations, predict outcomes and connections between events, distinguish between literal and implied meanings, use facial and oher nonverbal clues to decipher meanings.

8. WHAT MAKE LISTENING DIFFICULT

   • Clustering: attending chunks of language
   • Redundancy.- Recognize the kinds of repetitions.
   • Reduced forms: Forms that are not part of an English-learner's learning experiences.
   • Performance variables: Being able to weed out hesitations.
   • Colloquial language: Comprehending idioms.