Active listening

About: Active listening is a research topic. Over the lifetime, 20946 publications have been published within this topic receiving 296081 citations.

The Input Hypothesis: Issues and Implications

Abstract: Langs, then, presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand. What's more, Langs's strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field. If a therapist can maintain communicative fields for deeply disturbed patients, a teacher can maintain similar fields for those students whose discourse strategies the teacher does not yet understand. With a field of communication established, teachers can continue to analyze those strategies by listening closely to the students, attending to their own response, forming silent hypotheses, and seeing them invalidated or validated in the next classroom exchange.

Language Assessment: Principles and Classroom Practices

Abstract: Chapter 1: Assessment Concepts and Issues Assessment and Testing Measurement and Evaluation Assessment and Learning Informal and Formal Assessment Formative and Summative Assessment Norm-Referenced and Criterion-Referenced Tests Types and Purposes of Assessment Achievement Tests Diagnostic Tests Placement Tests Proficiency Tests Aptitude Tests Issues in Language Assessment: Then and Now Behavioral Influences on Language Testing Integrative Approaches Communicative Language Testing Performance-based Assessment Current "Hot Topics" in Classroom-based Assessment Multiple Intelligences Traditional and "Alternative" Assessment Computer-based Testing Other Current Issues Exercises For Your Further Reading Chapter 2: Principles Of Language Assessment Practicality Reliability Student-Related Reliability Rater Reliability Test Administration Reliability Test Reliability Validity Content-Related Evidence Criterion-Related Evidence Construct-Related Evidence Consequential Validity (Impact) Face Validity Authenticity Washback Applying Principles to the Evaluation of Classroom Tests Exercises For Your Further Reading Chapter 3: Designing Classroom Language Tests Four Assessment Scenarios Determining the Purpose of a Test Designing Clear, Unambiguous Objectives Drawing Up Test Specifications Devising Test Items Designing Multiple-Choice Items Administering the Test Scoring, Grading, and Giving Feedback Scoring Grading Giving Feedback Exercises For Your Further Reading Chapter 4: Standards-Based Assessment The Role of Standards in Standardized Tests Standards-Based Education Designing English Language Standards Standards-Based Assessment CASAS and SCANS Teacher Standards The Consequences of Standards-Based and Standardized Testing Test Bias Test-Driven Language and Teaching Ethical Issues: Critical Language Testing Exercises For Your Further Reading Chapter 5: Standardized Testing Advantages and Disadvantages of Standardized Tests Developing a Standardized Test Standardized Language Proficiency Testing Exercises For Your Further Reading Chapter 6: Beyond Tests: Alternatives in Assessment The Dilemma of Maximizing Both Practicality and Washback Performance-Based Assessment Rubrics Portfolios Journals Conferences and Interviews Observations Self- and Peer-Assessments Types of Self- and Peer-Assessment Guidelines for Self- and peer-Assessment A Taxonomy of Self- and Peer-Assessment Tasks Exercises For Your Further Reading Chapter 7: Assessing Listening Integration of Skills in Language Assessment Assessing Grammar and Vocabulary Observing the Performance of the Four Skills The Importance of Listening Basic Types of Listening Micro- and Macroskills of Listening Designing Assessment Tasks: Intensive Listening Recognizing Phonological and Morphological Elements Paraphrase Recognition Designing Assessment Tasks: Responsive Listening Designing Assessment Tasks: Selective Listening Listening Cloze Information Transfer Sentence Repetition Designing Assessment Tasks: Extensive Listening Dictation Communicative Stimulus-Response Tasks Authentic Listening Tasks Exercises For Your Further Reading Chapter 8: Assessing Speaking Basic Types of Speaking Micro- and Macroskills of Speaking Designing Assessment Tasks: Imitative Speaking Versant (R) Designing Assessment Tasks: Intensive Speaking Directed Response Tasks Read-Aloud Tasks Sentence/Dialogue Completion Tasks and Oral Questionnaires Picture-Cued Tasks Translation (of Limited Stretches of Discourse) Designing Assessment Tasks: Responsive Speaking Question and Answer Giving Instructions and Directions Paraphrasing Test of Spoken English (TSE (R)) Designing Assessment Tasks: Interactive Speaking Interview Role Play Discussions and Conversations Games ACTFL Oral Proficiency Interview (OPI) Designing Assessments: Extensive Speaking Oral Presentations Picture-Cued Story-Telling Retelling a Story, News Event Translation (of Extended Prose) Exercises For Your Further Reading Chapter 9: Assessing Reading Genres of Reading Microskills, Macroskills, and Strategies for Reading Types of Reading Designing Assessment Tasks: Perceptive Reading Reading Aloud Written Response Multiple-Choice Picture-Cued Items Designing Assessment Tasks: Selective Reading Multiple Choice (for Form-Focused Criteria) Matching Tasks Editing Tasks Picture-Cued Tasks Gap-Filling Tasks Designing Assessment Tasks: Interactive Reading Cloze Tasks Impromptu Reading Plus Comprehension Questions Short-Answer Tasks Editing (Longer Texts) Scanning Ordering Tasks Information Transfer: Reading Charts, Maps, Graphs, Diagrams Designing Assessment Tasks: Extensive Reading Skimming Tasks Summarizing and Responding Note-Taking and Outlining Exercises For Your Further Reading Chapter 10: Assessing Writing Genres of Written Language Types of Writing Performance Micro- and Macroskills of Writing Designing Assessment Tasks: Imitative Writing Tasks in [Hand] Writing Letters, Words, and Punctuation Spelling Tasks and Detecting Phoneme-Grapheme Correspondences Designing Assessment Tasks: Intensive (Controlled) Writing Dictation and Dicto-Comp Grammatical Transformation Tasks Picture-Cued Tasks Vocabulary Assessment Tasks Ordering Tasks Short-Answer and Sentence Completion Tasks Issues in Assessing Responsive and Extensive Writing Designing Assessment Tasks: Responsive and Extensive Writing Paraphrasing Guided Question and Answer Paragraph Construction Tasks Strategic Options Scoring Methods for Responsive and Extensive Writing Holistic Scoring Primary Trait Scoring Analytic Scoring Beyond Scoring: Responding to Extensive Writing Assessing Initial Stages of the Process of Composing Assessing Later Stages of the Process of Composing Exercises For Your Further Reading Chapter 11: Assessing Grammar and Vocabulary Assessing Grammar Defining Grammatical Knowledge Designing Assessment Tasks: Selected Response Multiple-Choice (MC) Tasks Discrimination Tasks Noticing Tasks or Consciousness Raising Tasks Designing Assessment Tasks: Limited Production Gap-filling Tasks Short Answer Tasks Dialogue Completion Tasks Designing Assessment Tasks: Extended Production Information-gap Tasks Role Play or Simulation Tasks Assessing Vocabulary The Nature of Vocabulary Defining Lexical Knowledge Some Considerations in Designing Assessment Tasks Designing Assessment Tasks: Receptive Vocabulary Designing Assessment Tasks: Productive Vocabulary Exercises For Your Further Reading Chapter 12: Grading and Student Evaluation Philosophy of Grading: What Should Grades Reflect? Guidelines for Selecting Grading Criteria Methods for Calculating Grades Teachers' Perceptions of Appropriate Grade Distributions Institutional Expectations and Constraints Cross-Cultural Factors and the Question of Difficulty What Do Letter Grades "Mean"? Calculating Grades Alternatives to Letter Grading Some Principles and Guidelines for Grading and Evaluation Exercises For Your Further Reading Appendix: Commercial Tests Glossary Bibliography Name Index Subject Index

The simple view of reading

Abstract: A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. The results supported each prediction: (a) The linear combination of decoding and listening comprehension made substantial contributions toward explaining variation in reading comprehension, but the estimates were significantly improved by inclusion of the product of the two components; (b) the correlations between decoding and listening comprehension tended to become negative as samples were successively restricted to less skilled readers; and (c) the pattern of linear relationships between listening and reading comprehension for increasing levels of decoding skill revealed constant intercept values of zero and positive slope values increasing in magnitude. These results support the view that skill in reading can be simply characterized as the product of skill in decoding and linguistic comprehension. The paper concludes with a discussion of the implications of the simple view for the practice of reading instruction, the definition of reading disability, and the notion of literacy.

Learning Styles: Concepts and Evidence

Abstract: The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information).The learning-styles view has acquired great influence within the education field, and...

Musicking: The Meanings of Performing and Listening

Abstract: Extending the inquiry of his early groundbreaking books, Christopher Small strikes at the heart of traditional studies of Western music by asserting that music is not a thing, but rather an activity. This new work outlines a theory of what Small terms "musicking, " a verb that encompasses all musical activity from composing to performing to listening to a Walkman to singing in the shower. Using Gregory Bateson's philosophy of mind and a Geertzian thick description of a typical concert in a typical symphony hall, Small demonstrates how musicking forms a ritual through which all the participants explore and celebrate the relationships that constitute their social identity. This trip through the concert hall will have readers rethinking every aspect of their musical worlds.