Task-Based Listening Assessment and the Influence of Construct-Irrelevant Variance
محورهای موضوعی : language teaching
ارشیا کیوانفر
1
(
Islamic Azad University, North Tehran Branch
)
مژگان رشتچی
2
(
Islamic Azad University, North Tehran Branch
)
کلید واژه: Listening Task-Based Assessment, Test Method, Consecutive Performance, Simultaneous Performance, Construct-Irrelevant Variance,
چکیده مقاله :
Task-based listening tests such as IELTS require testees to listen to some information on a CD and simultaneously answer the related items. To answer such items, testees are expected to comprehend, analyze, compare and infer pieces of information while listening to the incoming audio material. The present research attempted to investigate whether the two major characteristics of question type and consecutive/simultaneous performance have any impact on the listening performance of Iranian EFL learners. Findings indicated that participants had a significantly better performance when they tackled the tasks consecutively, and performed even better in listening MC items rather than in listening task-based items. The researchers, thus, concluded that task-based listening tests such as IELTS listening module may be under the influence of construct-irrelevant variance.
در بخش مهارت شنیداری آزمون هایی مانند IELTS که کار- محورهستند لازم است داوطلبان به اطلاعات ارائه شده روی لوح فشرده گوش فرا داده و همزمان فعالیتهایی را انجام دهند که شامل پر کردن جاهای خالی، تشخیص درستی و نادرستی مطالب، خلاصه کردن و تکمیل جداول است. معمولا شنیدن و درک مطلب متون داده شده کار سختی نیست، بلکه تجزیه و تحلیل، مقایسه، نتیجه گیری، ارزیابی و کارهایی از این دست است که کنش شنیداری داوطلبان را تحت الشعاع قرار می دهد. تحقیق حاضر با هدف ارزیابی روایی سازه ی آزمون شنیداریIELTS ، این آزمون را به سه شکل مرسوم (همزمان)، پاسخگویی با فواصل زمانی (متوالی) و چهارگزینه ای برگزار کرد. نتیجه ی به دست آمده نشان می دهد در بخش شنیداری آزمون مذکور مهارتهای دیگری غیر از مهارت شنیداری زبان انگلیسی نیز دخالت دارند.
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