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Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks


Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks

The Trio of Task Demands, Cognitive Processes and Language Competence

von: Haiping Wang

CHF 118.00

Verlag: Springer
Format: PDF
Veröffentl.: 06.09.2017
ISBN/EAN: 9789811062025
Sprache: englisch

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Beschreibungen

<p>This book explores the effectiveness of listen-to-summarize tasks as a tool to assess lecture comprehension ability. It especially focuses on listen-to-summarize tasks that represent listeners’ meaning building and the discourse construction of the lecture for listening assessment purposes.</p> <p>It discusses in depth the nature of lecture comprehension and introduces the approaches to assessing it. It also presents teachers’ and students’ perceptions of listen-to-summarize task demands and their respective implications. By observing interactions between test-takers’ cognitive processes and the task itself, the book explores the effectiveness of these tasks. It also examines the discrepancy in cognitive processes between different language competence levels in detail, shedding light upon current research on lecture comprehension assessment and offering insights into listening comprehension instruction.</p>
Chapter 1 Introduction.- Chapter 2 The Theory of Academic Lecture Comprehension.- Chapter 3 Using Listen-to-summarize Tasks to Assess Lecture Comprehension.- Chapter 4 Task Characteristics of TEM 8 Mini-lecture Comprehension.- Chapter 5 Exploring Task Demands of TEM 8 Min-lecture Tasks.- Chapter 6 Employing Tap Methods to Explore Listeners’ Cognitive Processes.- Chapter 7 Designing Recalling Tasks to Explore Listeners’ Mental Representations of Two Mini-lecture.- Chapter 8 Linking Task Demands, Cognitive Processes and Language Competence.- Chapter 9 Conclusion and Recommendations.
<p><b>Dr. Haiping Wang</b> is a postdoctoral and postgraduate supervisor at East China University of Political Science and Law, Shanghai. She holds a PhD in the field of Language Assessment from Shanghai International Studies University and was a visiting scholar at the University of Bristol’s Graduate School of Education. Her recent publications include: Wang, H. (2017). “A Review of Studies on Cognitive Processes in Language Testing”, Foreign Language Testing and Teaching (the only journal of language testing in mainland China); Wang, H., Zheng, Y. & Cai, Y. (2015). Application of Corpus Analysis Methods to the Teaching of Advanced English Reading and Students’ Textual Analysis Skills, Zou, B. Hoey, M. & Smith, S.  (Eds), Chinese Corpus Linguistics, published by Palgrave Macmillan (peer review); Wang, H. & He, Z. (2013). Public Diplomacy and the Co-Evolution of China and Europe, Frauke Austermann (Ed), China and Europe in 21st Century Global Politics: Partnership, Competition, or Co-Evolution, Cambridge Scholars Publishing (peer review); Wang Haiping (2014). Construction of Cognitive Context in Teaching Reading and Corpus Use, Foreign Language Education in China (CSSCI). </p>
This book explores the effectiveness of listen-to-summarize tasks as a tool to assess lecture comprehension ability. It especially focuses on listen-to-summarize tasks that represent listeners’ meaning building and the discourse construction of the lecture for listening assessment purposes. <div><br/><div>It discusses in depth the nature of lecture comprehension and introduces the approaches to assessing it. It also presents teachers’ and students’ perceptions of listen-to-summarize task demands and their respective implications. By observing interactions between test-takers’ cognitive processes and the task itself, the book explores the effectiveness of these tasks. It also examines the discrepancy in cognitive processes between different language competence levels in detail, shedding light upon current research on lecture comprehension assessment and offering insights into listening comprehension instruction.</div></div><div><br/></div>
<p>Discusses in depth the nature of lecture comprehension</p><p>Presents both teachers’ and students’ perceptions of the listen-to-summarize task demands and their implications</p><p>Analyses the discrepancy in cognitive processes between different language competence levels</p><p>Includes supplementary material: sn.pub/extras</p>
Discusses in depth the nature of lecture comprehension <div><div><br/></div><div>Presents both teachers’ and students’ perceptions of the listen-to-summarize task demands and their implications</div><div><br/></div><div>Analyses the discrepancy in cognitive processes between different language competence levels <br/></div><div><br/></div></div>

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