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Teoria a praktyka testowania rozumienia ze słuchu – na przykładzie testów maturalnych z języka niemieckiego/

100%
Podpora-Polit E.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2014
|
issue 10
95-101
EN
To construct a test in a good way it is not enough to be able to use the techniques of testing, but one should also be familiar with the specific features and characteristics of the measurement object. In the case of listening comprehension psycholinguistic research is the primary source of knowledge. The research shows that listening is an active, multi-level process of information processing taking place in the working memory involving different types of knowledge. Compared with reading, auditory perception requires greater cognitive involvement. Tests checking listening comprehension should allow for efficient and effective processing. Their correctness is of particular importance for the high-stakes exams, the results which determine the future fate of the candidates. This article is intended to provide answers to the following questions: Are the high school tests verifying the ability to listen constructed on the basis of the current state of research in the audio reception in a foreign language? Are psycholinguistic factors determining listening comprehension taken into account during test construction? Whether or not, and to what extent is the theoretical knowledge in the area of listening reflected in practice, i.e. in testing this skill.
2

O potrzebie kształcenia umiejętności krytycznego rozumienia tekstów słuchanych

100%
Podpora-Polit E.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2013
|
issue 7
85-95
EN
According to the contemporary psycholinguistic theories, listening comprehension is a multilevel cognitive process. The deepest level of comprehension is evaluation, which means critical analysis and judgment of what and/or how is being said. Because it involves an active reaction and response of the listener, critical listening is also seen as part of interactive communication. There are a lot of arguments for developing the evaluative level of listening e.g. it facilitates memorizing, deepens knowledge, improves comprehension and production skills. Besides the obvious advantages, this form of listening is often neglected or even not mentioned in teaching. In practice listening comprehension is reduced to filtering and selecting some more or less important facts from the text. Deep analysis, critical thinking and assessment of the text's content or form are usually not demanded. The article attempts to present and investigate listening exercises provided in different secondary school English and German textbooks that seem to develop critical listening skills. The focus is placed on the quality and quantity as well as the real usefulness of the tasks.
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