000			06056cam a2200793 i 4500
999			_c2386 _d2386
001			8633244
003			OCoLC
005			20230608003520.0
008			180126t20192019enk b 001 0 eng
010			_a 2018001730
020			_a9781781797150 (pbk)
020			_a1781797153 (pbk)
020			_z9781781797167 (ebook)
040			_aDLC _beng _cDLC _dOCLCO _dYDX _dOCLCQ _dOCLCF _dUKMGB _dERASA _dYDX _dOCLCO _dUAB _dAEU _dJCRC
042			_apcc
050	0	0	_aP53.47 _b.F55 2019
082	0	0	_a418.0076 _223
100	1		_aField, John, _d1945-
245	1	0	_aRethinking the Second Language Listening Test : _bFrom Theory to Practice / _cJohn Field; Vivien Berry and Barry O'Sullivan (Series Editors).
260			_aBristol, CT : _bEquinox Publishing, _c2019.
300			_avii, 156 p. : _bill. ; _c24 cm.
440			_aBritish Council Monographs on Modern Language Testing
504			_aIncludes bibliographical references (pages 142-151) and index.
505			_a"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.
505			_aThe 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." (Book Cover)
505			_aCONTENTS:
505			_aLists of Figures and Tables
505			_aAcknowledgements
505			_aIntroduction
505			_aA Cognitive Model for Testing Listening
505			_a1. What Does Expert Listening Consist Of? _tThe role of cognitive criteria _tA model of expert listening
505			_a2. The Second Language Listener _tLanguage-related knowledge _tCultural knowledge _tExpertise in handling connected speech _tStrategic competence
505			_a3. Performance at different proficiency levels _tCriteria for listening descriptors _tTowards cognitively based descriptors of L2 listening _tPerceptual processing _tProcessing for meaning
505			_aRECORDED CONTENT
505			_a4. Recording as Text
505			_aLanguage _tGeneral comments _tVocabulary _tGrammar _tConclusions for practice
505			_aLength
505			_aTopic familiarity
505			_aAbstractness
505			_aDiscourse type
505			_aLess cited features _tLength of utterance _tInformation density and complexity _tRedundancy, repetition and exemplification
505			_a5. Recording as speech _tOrigin of recording _tVisual input _tMonologue vs interaction / presentational vs conversational mode _tVoice _tSpeech rate _tAccent _tThe role of the recording
505			_aTASK CHARACTERISTICS
505			_a6. Listening test conventions _tModality _tPre-presentation _tDouble play _tOrder of presentation _tRubric _tComputer-based solutions
505			_a7. Task formats _tConventional formats _tSome thoughts on scoring
505			_a8. Items _tLexical overlap _tItem length and complexity _tItem targeting _tItem targeting at different proficiency levels _tAre targets necessarily met?
505			_aLISTENER ROLES
505			_a9. Special cases
505			_aAcademic listeners _tWhat types of listening event? _tWhat topics and discourse patterns? _tWhat processes should items target? _tWhat task formats to use? _tCan we replicate the lecture context?
505			_aYoung Learners _tWhat makes young listeners cognitively different? _tWhat recorded content is appropriate? _tWhat task formats to use? _tWhat to target?
505			_aFurther special cases
505			_a10. Listening plus other skills _tTests of oral communication _tListening into...
505			_aPOSTSCRIPT
505			_a11. Information load: an investigative study
505			_a12. Final remarks
505			_aAPPENDICES _tA. Examples of Processes Contributing to Listening _tB. Sample Scripts
505			_aEnd Matter
505			_aReferences
505			_aIndex
650		0	_aSecond language acquisition _xAbility testing.
650		0	_aListening _xStudy and teaching.
650		0	_aTest-taking skills.
650		0	_aLanguage and language _xStudy and teaching _xEvaluation.
650		0	_aLanguage and languages _xAbility testing.
830		0	_aBritish Council Monographs on Modern Language Testing
856			_uhttps://www.equinoxpub.com/home/rethinking-second-language/ _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991014504239705161 _zCheck the UO Library catalog.
942			_2z _cBK