To What Extent Do
Listening Tests Test Listening?
Angela Rogers
Jacqueline Martin
Currently, the most popular language
tests test macro skills discretely, assuming that these skills can be isolated
from each other, at least for test purposes. A certain degree of skills
overlap: “write answers” in reading tests, “read questions” in writing tests,
and “listen to questions” in speaking tests – is inevitable. This overlapping
of skills is inevitable and may be regarded as insignificant. Listening tests,
however, post more of a challenge. Just a glance at a listening test can show
that other skills are actually being tested. Candidates have to listen rapidly,
remember what is heard, interpret and mentally manipulate visual data, and
swiftly adjust to different question-and-answer formats. Ironically, research
into learning styles indicates that learners with the most proficient listening
skills tend to be slower and less proficient at interpreting visual material.
On the other hand, those with poorly developed listening skills are often
better able to interpret visual clues and thus succeed in listening tests.
Thus, candidates who are best able to understand the spoken language may
achieve low listening scores, whilst others with poor understanding of the
spoken language may achieve high listening scores. This paper discusses the
relevant research into learning styles, and provides examples of listening task
types to support the contention that current listening tests do not effectively
test listening. Finally, suggestions for test tasks are made, with the aim of
producing listening tests with results which reflect candidates’ ability to
understand the spoken language.
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Rogers, A., & Martin, J. (2003, November). To what extent do
listening tests test listening? Paper presented at the 38th RELC
International Seminar,
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