Assessing listening for Chinese English learners: developing by Pan Zhixin

By Pan Zhixin

This booklet experiences intimately the newly constructed Communicative Listening Comprehension attempt (CLCT) for the nationwide collage English try (CET) of China. Following the foundations of communicative checking out more often than not and attempt building process proposed by means of Bachman and Palmer (1996) specifically, the venture develops CLCT for CET-4 and CET-6. The study starts off with the development of frameworks of listening job features and communicative listening skill. as a consequence, in line with a survey of chinese language students' English listening wishes and an research of listening initiatives in influential English listening direction books and public checks, CLCT-4 and CLCT-6 try requirements are constructed. ultimately, pattern papers are produced and a sequence of posteriori reviews are performed to ascertain the trouble and value of the newly built notes-completion job variety in CLCT exams. as an instance of winning integration of communicative checking out theories and attempt building perform, this learn presents important insights into listening attempt improvement for different large-scale checks.

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Extra info for Assessing listening for Chinese English learners: developing a communicative listening comprehension test suite for CET

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As Clark (1983:435–36) points out, there are three major advantages of communicative testing over structuralist and integrative testing. ” So the teachers are more willing to expend time and effort to develop and make effective use of them. Third, these procedures will engender a higher level of “interest and motivation” in students. One approach is called the real-life approach (RL), which has been dominant in the area of oral proficiency testing for the past ten years. The other is called the interactional/ability (IA) approach, which is more demanding, yet yields higher construct validity and displays greater conformity to the traditional language testing principles.

It is assumed that communicative competence interacts with other systems of knowledge and skill such as world knowledge and a theory of human action.

Interactiveness is “the extent and type of involvement of the test taker’s individual characteristics [language ability, topical knowledge and affective schemata] in accomplishing a test task” (Bachman and Palmer, 1996,:25). Unlike authenticity, which pertains to the correspondence between test tasks and target tasks and is an attribute of test tasks only, “interactiveness resides in the interaction between the individual and the task”, and is thus “a quality of any task”, test or real-life (26).

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