scholarly journals The Contextual Factors on English Listening Test

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Heying Li
Keyword(s):  
Language Acquisition ◽  
Contextual Factors ◽  
Listening Test ◽  
Important Concept ◽  
English Listening Test ◽  
Context Theory

Context is a very important concept in linguistics, has a very important role in language acquisition. This paper, through analysis of the English listening test and application context theory to help the candidate to overcome the difficulty in English listening test.

Pronoun reversals: who, when, and why?

1993 ◽  
Vol 20 (3) ◽  
pp. 573-589 ◽  
Author(s):  
Philip S. Dale ◽  
Catherine Crain-Thoreson
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Risk Taking ◽  
Contextual Factors ◽  
Noun Phrases ◽  
Second Person ◽  
Pronoun Use ◽  
Processing Resources ◽  
Unstructured Play

ABSTRACTSeventeen of a sample of 30 precocious talkers aged 1;8 produced at least one pronoun reversal (I/you) during unstructured play. This finding led to an examination of the role of cognitive and linguistic individual differences as well as contextual factors and processing complexity as determinants of pronoun reversal. Contrary to predictions derived from previous hypotheses, there were few differences between reversers and non-reversers, other than higher use of second person forms by reversers. Reversals were more likely to occur in certain contexts: semantically reversible predicates with two noun phrases, and in imitations (though the rate of imitation was lower overall in reversers). We propose that pronoun reversals commonly result from a failure to perform a deictic shift, which is especially likely when children's psycholinguistic processing resources are taxed. Children who did not produce any pronoun reversals tended to avoid pronoun use, especially second person forms. Overt reversal may thus reflect a risk-taking approach to language acquisition, which may be particularly characteristic of precocious children.

scholarly journals QUALITY OF LISTENING TEST VALIDITY OF THE NATIONAL LEAVING EXAM FOR SMA

2016 ◽  
Vol 1 (1) ◽  
pp. 33-44
Author(s):  
Wuwuh Yunhadi
Keyword(s):  
Content Analysis ◽  
Content Validity ◽  
Item Difficulty ◽  
Test Validity ◽  
First Year ◽  
Test Format ◽  
Listening Test ◽  
Second Year ◽  
English Listening Test

This study reports quality of content validity of items of  listening test of National Leaving Exam for SMA in Samarinda is constructed.  The quality was identified from task coverage, item difficulty, objective of item, and test format. This study used content analysis with qualitative design. The study revealed that content validity revealed three major findings. Task coverage is dominated by the first and the second year of SMA (8 items are from first year, 8 items are from second year, and 4 items are from third year of SMA).  Of 20 items, 9 (45%) are easy, 7 (35%) moderate, 4 (2o%) hard. The questions in the items are specified into 9 (45%) general, 5 (25%) comprehension, 4 (20%) application, and 2 (10%) analysis. The analysis on the Table of Specification reconstructed from the English listening test showed that the test has low content validity.  

scholarly journals L2 Learners’ Strategic Mental Processes during a Listening Test

2001 ◽  
Vol 23 (2) ◽  
pp. 176 ◽  
Author(s):  
Naoko Taguchi
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Intensive English ◽  
Intensive English Program ◽  
Mental Processes ◽  
Listening Test ◽  
Significant Difference ◽  
Listening Strategies ◽  
English Program ◽  
English Listening Test

This study offers some insights into second language learners’ strategic mental processes during a listening comprehension test. Fifty-four Japanese college students (26 males and 28 females) in an intensive English program took an English listening test and completed a strategy questionnaire immediately after the test. The questionnaire consisting of 42 Likert-scaled items and four openended questions addressed the students’ perceptions of listening strategies used for recovering from comprehension breakdown, compensating for comprehension, and reducing testing anxiety. The questionnaire also asked about the elements that caused comprehension difficulty for the students. The results of the Likert-scaled item section revealed a statistically significant difference between proficient and less proficient listeners in their perceived use of top-down strategies and reported elements of listening difficulty, but no difference in their use of repair, affective, or bottom-up strategies. Analyses of the open-ended responses showed that proficient listeners identified a greater range of strategies. 本研究では、集中英語課程に所属する日本人大学生５４人（男子２６人、 女子２８人）が英語のリスニングテストを受け、そのあとすぐにリスニングス トラテジーに関するアンケートに記入した。アンケートは４２のリカートスケ ールアイテムと４つの記述式アイテムから成り、学生がテストの最中効果的に 英語を聞き取るため、また、テスト不安を少なくするためにどのようなストラ テジーを使ったかを聞いた。また、アンケートは、どのような要素が聞き取り を困難にしたかについても聞いた。リカートスケールアイテムの分析の結果、 テストスコアの良い学生とその他の学生を比べて、トップダウンストラテジー の使い方とリスニングを困難にする要素に違いがあることが分かったが、リペ ア、アフェクテイブ、ボトム\アップストラテジーの使い方には違いは見られな かった。記述式アイテムの分析からは、テストスコアの良い学生はより幅の広 いストラテジーを使っていることが分かった。

scholarly journals A COMPARATIVE STUDY OF COLLEGE ENTRANCE EXAMINATION BETWEEN CHINA AND JAPAN IN TERMS OF LISTENING COMPREHENSION

2021 ◽  
Author(s):  
KAI-LAI SUN ◽  
YUN-RUI ZHANG
Keyword(s):  
Comparative Study ◽  
Listening Comprehension ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Listening Test ◽  
Beijing Area ◽  
China And Japan ◽  
English Listening Test ◽  
Analysis And Study

This research is a comparative study of college entrance examination for English listening test in China and Japan. The comparison will be conducted between China’s CEEBA (College Entrance Examination in Beijing Area) and Japan’s NCT (National Center Test of Japan) in terms of difficulty of the tests and validity by checking whether or not they are measuring the items that are intended to measure. And according to the analysis and study some suggestions to improve the both tests are expected to be found out.

scholarly journals QUALITY OF LISTENING TEST VALIDITY OF THE NATIONAL LEAVING EXAM FOR SMA

2016 ◽  
Vol 1 (1) ◽  
pp. 33-44
Author(s):  
Wuwuh Yunhadi
Keyword(s):  
Content Analysis ◽  
Content Validity ◽  
Item Difficulty ◽  
Test Validity ◽  
First Year ◽  
Test Format ◽  
Listening Test ◽  
Second Year ◽  
English Listening Test

This study reports quality of content validity of items of listening test of National Leaving Exam for SMA in Samarinda is constructed. The quality was identified from task coverage, item difficulty, objective of item, and test format. This study used content analysis with qualitative design. The study revealed that content validity revealed three major findings. Task coverage is dominated by the first and the second year of SMA (8 items are from first year, 8 items are from second year, and 4 items are from third year of SMA). Of 20 items, 9 (45%) are easy, 7 (35%) moderate, 4 (2o%) hard. The questions in the items are specified into 9 (45%) general, 5 (25%) comprehension, 4 (20%) application, and 2 (10%) analysis. The analysis on the Table of Specification reconstructed from the English listening test showed that the test has low content validity.

Enhancing Listening Fluency through Well-beaten Path Approach

2016 ◽  
Vol 6 (3) ◽  
pp. 592
Author(s):  
Saeed Ghaniabady ◽  
Hamid Reza Hashemi
Keyword(s):  
Language Acquisition ◽  
The Other ◽  
Listening Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Study Results ◽  
Teaching Of Listening ◽  
Primary Channel

It is axiomatic that listening skill is the primary channel to the process of language acquisition. To foster this skill, a wide array of approaches and methods has been offered, one of which is the often-neglected well-beaten approach. The current study is an attempt to provide glimpse into the possible effect of employing well-beaten path approach on developing learners’ listening fluency. To achieve such intent, 60 EFL learners were randomly selected and assigned to two groups. Before assigning them, they sat for a pre-test to ensure their homogeneity. For one group the well-beaten path approach was applied in that the same listening test was repeated three times and for the other group the test was run only once. The findings signified that using a well-beaten approach noticeably leads learners to outperform their listening fluency. The study results might significantly contribute to the more optimal teaching of listening skill.

scholarly journals Testing Effects of Foreign Language Listening Anxiety on Chinese University Students' English Listening Test Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Meihua Liu ◽  
Hongliang Xu
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Test Performance ◽  
English Proficiency ◽  
Listening Test ◽  
Listening Anxiety ◽  
Chinese University ◽  
Chinese University Students ◽  
And Gender ◽  
English Listening Test

The present research explored how foreign language listening anxiety (FLLA) affected Chinese university students' English listening test performance and how proficiency and gender mediated the effects of FLLA on the latter. Two different populations from two universities in China answered the 20-item Foreign Language Listening Anxiety Scale (FLLAS) as well as a demographic questionnaire and took an English listening test. Analyses of the collected data revealed the following major findings: (a) Five latent factors underlay the FLLAS, (b) when working alone, FLLA significantly negatively predicted students' English listening test performance, and (c) when working with proficiency and gender, English proficiency level, gender and FLLAS2 (proficiency in English listening) significantly predicted students' English listening test performance. These findings confirm the negative effects of FLLA on students' English listening test performance. They also indicate that English proficiency and gender mediate FLLA's effects on the latter, with English proficiency not only directly but also indirectly affecting the latter.

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