¹Ms. Bhuvaneshwari Palanisamy,²Dr. Rajasekaran.V

¹Research Scholar, Vellore Institute of Technology, Chennai.

²Professor, Vellore Institute of Technology, Chennai.

DOI : https://doi.org/10.47191/ijsshr/v6-i7-19

Google Scholar Download Pdf
ABSTRACT

For three main reasons, assessment is a crucial part of ‘Language Teaching’. First and foremost, the assessment offers teachers reliable foundation and continuing points for planning and developing lessons. Next, the assessment delivers instant feedback to gauge learners' progress and enables students to establish their goals. Additionally, assessment contributes to program evaluation, ensuring the alignment of curriculum and teacher growth. Within the realm of listening, assessment holds significant significance as it fosters learner confidence by providing necessary feedback and facilitates the design of instruction that addresses both learners' apparent weaknesses and curriculum gaps. This paper provide direction on how to incorporate assessment into listening instruction. It addresses various aspects of issues, such as various listening assessment methods, elements that affect performance and difficulty, the use of oral interviews to evaluate effective listening, the use of descriptive scales to represent levels of listening proficiency and the implementation of portfolio-style listening assessments.

KEYWORDS:

Assessment, Listening instruction, Curriculum, Descriptive scales, Portfolio-style assessments

REFERENCES

1) Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903

2) Borg, S., & Alshumaimeri, Y. (2017). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38. https://doi.org/10.1177/1362168817725759

3) Brown, S. (2017). L2 listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 3, pp. 201–213). Routledge. https://doi. org/10.4324/9781315716893-15

4) Cauldwell, R. (2013). Phonology for listening: Teaching the stream of speech. Speech in Action.

5) Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.

6) Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.

7) Field, J. (2008). Listening in the language classroom. Cambridge University Press. https://doi.org/10.1017/ CBO9780511575945

8) Goh, C. (1999). How Much Do Learners Know about the Factors That Influence Their Listening Comprehension? Hong Kong Journal of Applied Linguistics, 4, 17-42. https://pdfs.semanticscholar.org/ee28/87c82a7d39405935bdaabc040f6cfba57efb.pdf

9) Goh, C. C. M. (2017). Cognition, metacognition, and L2 listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 3, pp. 215–228). Routledge. https://doi.org/10.4324/9781315716893-16

10) Goss, B. (1982). Listening as Information Processing. Communication Quarterly, 30, 304-307. https://doi.org/10.1080/01463378209369465

11) Graham, S. (2003). Learner strategies and advanced level listening comprehension. The Language Learning Journal, 28(1), 64–69. https://doi.org/10.1080/09571730385200221

12) Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Palgrave Macmillan. https://doi.org/10.1057/9781137410528

13) Graham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40, 44–60. https://doi.org/10.1016/j. tate.2014.01.007

14) Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435–456. https://doi.org/10.1177/1362168811412026

15) Harmer, J. (2001). How to Teach English An Introduction to The Practice of English Language Teaching . Endinburg Gate, Harlow, Essex CM20 2JE. England: Longman.

16) Mandarani, V. (Agustus 2016). Peningkatan Kemampuan Listening Comprehension Melalui Strategy Top-down Dan Bottom-up. JURNAL PEDAGOGI A ISSN 2089-3833 Volume. 5 No. 2, 189-196.

17) Richard, J. C. (2008). Teaching Listening and Speaking From Theory to Practice. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo: Cambridge University Press.

18) Siegel, J. (2013). Exploring L2 listening instruction: Examinations of practice. ELT Journal, 68(1), 22–30. https://doi. org/10.1093/elt/cct058

19) Vandergrift, L. (1999). Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies. ELT Journal Volume 53/3. Available at Netlibrary database.

20) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Lan- guage Teaching, 40(3), 191–210. https://doi.org/10.1017/ S0261444807004338

VOlUME 06 ISSUE 07 JULY 2023