Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks

Discusses in depth the nature of lecture comprehension
Presents both teachers' and students' perceptions of the listen-to-summarize task demands and their implications
Analyses the discrepancy in cognitive processes between different language competence levels

Discusses in depth the nature of lecture comprehension Presents both teachers' and students' perceptions of the listen-to-summarize task demands and their implications Analyses the discrepancy in cognitive processes between different language competence levels Includes supplementary material: sn.pub/extras

Autorentext

Dr. Haiping Wang is a postdoctoral and postgraduate supervisor at East China University of Political Science and Law, Shanghai. She holds a PhD in the field of Language Assessment from Shanghai International Studies University and was a visiting scholar at the University of Bristol's Graduate School of Education. Her recent publications include: Wang, H. (2017). A Review of Studies on Cognitive Processes in Language Testing, Foreign Language Testing and Teaching (the only journal of language testing in mainland China); Wang, H., Zheng, Y. & Cai, Y. (2015). Application of Corpus Analysis Methods to the Teaching of Advanced English Reading and Students' Textual Analysis Skills, Zou, B. Hoey, M. & Smith, S. (Eds), Chinese Corpus Linguistics, published by Palgrave Macmillan (peer review); Wang, H. & He, Z. (2013). Public Diplomacy and the Co-Evolution of China and Europe, Frauke Austermann (Ed), China and Europe in 21st Century Global Politics: Partnership, Competition, or Co-Evolution, Cambridge Scholars Publishing (peer review); Wang Haiping (2014). Construction of Cognitive Context in Teaching Reading and Corpus Use, Foreign Language Education in China (CSSCI).

Inhalt
Chapter 1 Introduction.- Chapter 2 The Theory of Academic Lecture Comprehension.- Chapter 3 Using Listen-to-summarize Tasks to Assess Lecture Comprehension.- Chapter 4 Task Characteristics of TEM 8 Mini-lecture Comprehension.- Chapter 5 Exploring Task Demands of TEM 8 Min-lecture Tasks.- Chapter 6 Employing Tap Methods to Explore Listeners' Cognitive Processes.- Chapter 7 Designing Recalling Tasks to Explore Listeners' Mental Representations of Two Mini-lecture.- Chapter 8 Linking Task Demands, Cognitive Processes and Language Competence.- Chapter 9 Conclusion and Recommendations.