Measuring Listening

Bodie, Graham D.; Worthington, Debra L.

doi:10.1002/9781119102991.ch2

Cited by 2 publications

(1 citation statement)

References 62 publications

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“…As a multidimensional construct, listening consists of affective, behavioral, and cognitive processes ( Halone et al, 1998 ; Worthington and Bodie, 2017 ). Assessing such a complex construct is challenging ( Brindley, 1998 ; Buck, 2001 , 2017 ; Vandergrift, 2007 ; Wagner, 2013b ) and has become a focus of listening scholarship due to its significant role in education, politics, and society ( Weir, 2013 ), with considerable efforts made to provide measures that are valid indicators of listening ( Bodie and Worthington, 2017 ). Compared with listening in a first language (L1), L2 listening has more comprehension barriers which require L2 listeners to perform additional processes ( Flowerdew and Miller, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

Assessing Second Language Listening Over the Past Twenty Years: A Review Within the Socio-Cognitive Framework

Jiang

2020

Front. Psychol.

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The assessment of second language (L2) listening has received much attention. To understand the state-of-the-art research on L2 listening assessment, a total of 87 studies published in 14 peer-reviewed journals and two research report series between 2001 and 2020 were reviewed, using the socio-cognitive framework for developing and validating listening tests proposed by Weir (2005). Thirteen research themes were identified in relation to the six components of the framework, including test-taker characteristics, cognitive validity, context validity, scoring validity, consequential validity, and criterion-related validity. Context validity was the most investigated component, covering three research themes, that is, task setting, linguistic demands (input and output), and speakers. Based on a detailed analysis of the 13 research themes, recommendations for future research in L2 listening assessment were given.

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