ºÝºÝߣ

ºÝºÝߣShare a Scribd company logo

Using video for listening assessment

?Download as PPT, PDF?
?
Andres Bartolome
Andres Bartolome

The document discusses using video for listening assessment based on a study. It begins with an introduction that reviews literature claiming benefits of using video in class such as motivating students, improving paralinguistic language features, using real discourse materials, and increasing socio-cultural awareness. The study then aimed to understand test-takers' opinions of using video for listening assessment, despite literature supporting its classroom use, and results and conclusions are discussed.

1 of 4
Download to read offline
Using Video for Listening Assessment. Opinions of Test-Takers David Progosh TESL Canada journal/La revue TESL du Canada. Vol. 14, NO. 1 Winter 1996
Using Video for Listening Assessment. Opinions of Test-Takers Index 1 Introduction/Literary Background 2 The Study 3 Results 4 Conclusion 5 Further Research
Using Video for Listening Assessment. Opinions of Test-Takers 1-Introduction/Theoretical Background Many authors have claimed the benefits of using video in class : Because of its capacity to motivate students (Oxford, Park-Oh, Ito, & Sumrall, 1993) As a way to improve the paralinguistic features of language (Lonergran, 1983; Stempleski & Tomalin, 1990) Because it gives the opportunity of using real discourse and materials in class (Geddes & White, 1978; Tomalin, 1987; Altman, 1989) As a basic source of socio-cultural content, raising corss-cultural awareness and sensitivity (Kramsch, 1993;Stempleski & Tomalin, 1995)
Using Video for Listening Assessment. Opinions of Test-Takers 1-Introduction/Theoretical Background Despite all these studies, video as an assessment method Because of its capacity to motivate students (Oxford, Park-Oh, Ito, & Sumrall, 1993) As a way to improve the paralinguistic features of language (Lonergran, 1983; Stempleski & Tomalin, 1990) Because it gives the opportunity of using real discourse and materials in class (Geddes & White, 1978; Tomalin, 1987; Altman, 1989) As a basic source of socio-cultural content, raising corss-cultural awareness and sensitivity (Kramsch, 1993;Stempleski & Tomalin, 1995)

More Related Content

Using video for listening assessment

  • 1. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh TESL Canada journal/La revue TESL du Canada. Vol. 14, NO. 1 Winter 1996
  • 2. Using Video for Listening Assessment. Opinions of Test-Takers Index 1 Introduction/Literary Background 2 The Study 3 Results 4 Conclusion 5 Further Research
  • 3. Using Video for Listening Assessment. Opinions of Test-Takers 1-Introduction/Theoretical Background Many authors have claimed the benefits of using video in class : Because of its capacity to motivate students (Oxford, Park-Oh, Ito, & Sumrall, 1993) As a way to improve the paralinguistic features of language (Lonergran, 1983; Stempleski & Tomalin, 1990) Because it gives the opportunity of using real discourse and materials in class (Geddes & White, 1978; Tomalin, 1987; Altman, 1989) As a basic source of socio-cultural content, raising corss-cultural awareness and sensitivity (Kramsch, 1993;Stempleski & Tomalin, 1995)
  • 4. Using Video for Listening Assessment. Opinions of Test-Takers 1-Introduction/Theoretical Background Despite all these studies, video as an assessment method Because of its capacity to motivate students (Oxford, Park-Oh, Ito, & Sumrall, 1993) As a way to improve the paralinguistic features of language (Lonergran, 1983; Stempleski & Tomalin, 1990) Because it gives the opportunity of using real discourse and materials in class (Geddes & White, 1978; Tomalin, 1987; Altman, 1989) As a basic source of socio-cultural content, raising corss-cultural awareness and sensitivity (Kramsch, 1993;Stempleski & Tomalin, 1995)