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Idea 1

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by

Luis Marrero

on 22 November 2015

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Transcript of Idea 1

Testing Listening
TEXT TYPE:
Might be
1º Specified
Monologue
Dialogue
comedies
feelings
news
basic dialogue in the daily life
interview
learning English
Multi-participant
2º Specified
Conversation
announcement
talk or lecture
instructions
directions
TEXT FORMS
description
exposition
argumentation
instruction
narration
LENGTH
seconds and minutes
may be expressed in
May be
expressed
as words per minute
syllabes per second
Reported average speeds
for samples of British are:

Radio monologues
Conversations
Interviews
Lectures to
non-native speakers
SPEED OF SPEECH
wpm
sps
This is an example of syllabus per second in a rap song
DIALECTS
May include
standard
non-standard
varities
ACCENT
May be
Regional
Non-regional
These is the Spain which are divided in different regions and in each region the people speak in a different accent.
This is the Spanish accent which is non-regional
TEXTS
OPERATIONS
may be classified in
global
details
obtain the gist
follow an argument
recognize the attitude of the speaker
objectives


explicitly stated
implied stated
listening specifications
Luis Marrero
Mario Robles

Setting the task
Selecting Samples of speech
Test specifications in mind
Authentic Speech

Poor recordings reduce the validity of the test
As natural as possible
Setting the task
Writing items
Multiple Choice
Where a short answer question with a unique answer in not possible
Information Transfer
It makes minimal demands on productive skills
Note Taking
Candidates take notes during the talk
Partial Dictation
It may not be a particularly authentic listening activity but it can be useful as a testing technique
Short Answer
Possibles Techniques
Obtain factual information
Follow instructions
Understand
requests for information
expressions of need
requets for help
requests for permission
apologies
Follow sequence of events (narration)
Recognise
and
understand
suggestions
comments
excuses
expressions of preferences
speculation
Recognise and understand opinions
Understand comparisons

Specifying according to
this candidate should be able to develop the content
INTERACTIONAL
Understand
greetings and introductions
expressions of
CONTENT
agreement
disagreement
requests for clarifications
Recognise
speaker´s purpose
indications of
uncertainty
requests for
clarification
opinion
misunderstanding
understanding
and
understand
corrections and modifications on statements by the speaker
listener indicates understanding
attempts to persuade others
INFORMATIONAL
Avoid passages originally intended for reading
Care should be taken to ensure that it fits with the specifications in terms of speed of delivery, style, lengths ...
10 minutes
20 seconds
academic lecture
to give a set of directions
Extended listening
complaints
To listen and note down what it is that candidates should be able to get from the passage
To write items that check whether or not they have got what they should be able to get.
Items sufficiently far apart in the passage
Key words in the item and in the passsage
"fair warning"
Time at the outset to familiarise themselves with the items
The alternatives must be kept as short as posible
Phoneme discrimination
Short and straightforward
Preferably unique and obvious
Gap Filling
Do you think you can give me a hand with this?
I´d love to help but
I´ve got to go
round to my
mother´s in
a minute.
Activities
The labelling of diagrams or pictures
Completing forms
Marking diary entries
Showing routes on a map
They see the items to which they have to respond
To use a passage from which notes can be taken succesfully
(first attempted by test writters)
It is better to have items rather than to score the notes
"rough & ready" measure of listen ability
it can be used diagnostically to student´s ability to cope with particular difficulties
THANKS FOR
LISTENING !!
Moderating the items
Essential
Prepared recordings
Reading a text
"
Taking
" the test &
Analysing
their items and our reactions to them
Presenting the test

Live
Recorded
Single Speaker
Acoustic & Equipment
Scoring the Listening Test
" There is
no

reason
to
deduct

points
for
errors
of
grammar
or
spelling
, provided that it is clear that the correct anwser was intended. "
Receptive Skill
specific
or
Full transcript