Some Notes on English Listening Tests
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Date
2003-07-??
Authors
Chun-yin Doris Chen
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Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本文煙在探討聽力測驗的題型、素材、主題與受試學生的聽力成績的相關性。受試學生為國立臺灣師範大學的推廣班與第二專長班的32位學員，依期接福成績，分成初、中、高三組。聽力測驗資料主要選自受試學生教材中的三次平時測與一次期末測驗。依Van Dijk & Kintsch (1983)的分類，我們將題型分成「局部式」(local)和「全面性」(global)兩種，我們亦採Tannen(1982)的模式檢測素材夜應。研究發，「對話內容」較「長篇獨白」容易，「全面性問題」較「局部式問題」簡單，「簡易完成型」(Simple Completion)題型較其他題型困難。最後，實驗結果顯示，主題效應顯著，受試學生的期末聽力測驗表與平時測驗表極為相關。
The main purpose of this study is to examine the effects of the listening test types, text topics, and test takers' scores in listening comprehension (c.f. Shohamy & Inbar, 1991). The subjects were 32 students from two evening classes: one in the extension program, and the other a "second major" class at National Taiwan Normal University. They were further divided into three groups (beginning, intermediate, and advanced levels) by their test scores on a standardized test (TOEFL). Results from three progress tests and an achievement test were collected for data analysis. Following Van Dijk & Kintsch (1983), test types were classified into: "local" and "global". Besides, text effects were examined on the basis of Tannen’s (1982) oral-literate continuum. The results show that dialogues were easier than monologues. In addition, our subjects performed better on "global" than "local" questions. In response to the text, the three subject groups had the greatest difficulty in answering the Simple Completion type of test (Madsen, 1983). Moreover, a topic effect was found to be significant. Finally, it was found that the results of the achievement test correlated highly with those of the three progress tests for all the subjects.
The main purpose of this study is to examine the effects of the listening test types, text topics, and test takers' scores in listening comprehension (c.f. Shohamy & Inbar, 1991). The subjects were 32 students from two evening classes: one in the extension program, and the other a "second major" class at National Taiwan Normal University. They were further divided into three groups (beginning, intermediate, and advanced levels) by their test scores on a standardized test (TOEFL). Results from three progress tests and an achievement test were collected for data analysis. Following Van Dijk & Kintsch (1983), test types were classified into: "local" and "global". Besides, text effects were examined on the basis of Tannen’s (1982) oral-literate continuum. The results show that dialogues were easier than monologues. In addition, our subjects performed better on "global" than "local" questions. In response to the text, the three subject groups had the greatest difficulty in answering the Simple Completion type of test (Madsen, 1983). Moreover, a topic effect was found to be significant. Finally, it was found that the results of the achievement test correlated highly with those of the three progress tests for all the subjects.