1 What is involved in assessing listening? 1.1 What the listening process involves 1.2 How listening differs between contexts and listeners 1.3 How listening input varies 1.4 How the spoken and written forms of the language differ 1.5 What makes listening difficult? 1.5.1 Nature of listening 1.5.1.1 No permanent record 1.5.1.2 Lack of『real' gaps 1.5.1.3 Lack of redundancy 1.5.2 Complexity of processing 1.5.2.1 Multi-tasking 1.5.2.2 Controlled versus automatic processing 1.5.3 Input 1.5.3.1 Content 1.5.3.2 Topic 1.5.3.3 Sound quality 1.5.3.4 Mode of delivery 1.5.4 Task 1.5.5 Listening environment 1.5.6 Speaker characteristics 1.5.6.1 Speed of delivery 1.5.6.2 Number and type of voices 1.5.7 Listeners』 characteristics 1.6 Why is assessing listening important? 1.7 Summary 1.7.1 Task development cycle 2 How can test specifications help? 2.1 What are test specifications? 2.2 Purpose of the test 2.3 Target test population 2.4 The construct 2.5 Performance conditions 2.5.1 Input 2.5.1.1 Source 2.5.1.2 Authenticity 2.5.1.3 Quality 2.5.1.4 Level of difficulty 2.5.1.5 Topics 2.5.1.6 Discourse type 2.5.1.7 Nature of content 2.5.1.8 Number of sound files needed 2.5.1.9 Length of sound files 2.5.1.10 Mode of delivery 2.5.1.11 Number of times heard 2.5.1.12 Speaker characteristics 2.5.2 Task 2.5.2.1 Instructions and the example 2.5.2.2 Test method 2.5.2.3 Number of items
2.5.2.4 Number of tasks 2.5.3 Criteria of assessment 2.6 Why do we need test specifications? 2.7 Summary …… 3 How do we exploit sound files? 4 How do we develop a listening task? 5 What makes a good listening task? 6 How do we know if the listening task works? 7 How do we report scores and set pass marks? DLT Bibliography Index
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