Designing Listening Tests: A Practical

Approach 1st Edition Rita Green (Auth.)

Visit to download the full and correct content document:
https://textbookfull.com/product/designing-listening-tests-a-practical-approach-1st-edit
ion-rita-green-auth/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Designing Green Cement Plants 1st Edition Deolalkar

https://textbookfull.com/product/designing-green-cement-
plants-1st-edition-deolalkar/

Research Misconduct as White-Collar Crime: A

Criminological Approach Rita Faria

https://textbookfull.com/product/research-misconduct-as-white-
collar-crime-a-criminological-approach-rita-faria/

Listening for Learning: Performing a Pedagogy of Sound

and Listening 1st Edition Chris Mcrae

https://textbookfull.com/product/listening-for-learning-
performing-a-pedagogy-of-sound-and-listening-1st-edition-chris-
mcrae/

Designing Knowledge Management Enabled Business

Strategies A Top Down Approach 1st Edition Sanjay
Mohapatra

https://textbookfull.com/product/designing-knowledge-management-
enabled-business-strategies-a-top-down-approach-1st-edition-
sanjay-mohapatra/
Collaboration in Designing a Pedagogical Approach in
Information Literacy Ane Landøy

https://textbookfull.com/product/collaboration-in-designing-a-
pedagogical-approach-in-information-literacy-ane-landoy/

Practical derivatives a transactional approach 3rd

Edition Parker

https://textbookfull.com/product/practical-derivatives-a-
transactional-approach-3rd-edition-parker/

Interpreting ECGs A Practical Approach 3rd Edition

Shade

https://textbookfull.com/product/interpreting-ecgs-a-practical-
approach-3rd-edition-shade/

Process Control: A Practical Approach Myke King

https://textbookfull.com/product/process-control-a-practical-
approach-myke-king/

Restaurant financial management a practical approach

Jung

https://textbookfull.com/product/restaurant-financial-management-
a-practical-approach-jung/
Designing
Listening
Tests: A
Practical
Approach

RITA GREEN
Designing Listening Tests: A Practical Approach
‘Rita Green has spent many years at the coalface of language test develop-
ment and training in a variety of international contexts; this book is the
sum of this experience. This book is a fantastic resource for anyone look-
ing to develop listening tests: a highly practical, theoretically-grounded
guide for teachers and practitioners everywhere. Green covers a range of
important principles and approaches; one highlight is the introduction
to the “textmapping” approach to working with sound files. This book is
highly recommended for anyone involved in the development of listen-
ing tests.’
—Luke Harding, Senior Lecturer, Lancaster University, UK
Designing Listening Tests:
A Practical Approach
Rita Green
Rita Green
UK

ISBN 978-1-137-45715-8    ISBN 978-1-349-68771-8 (eBook)

DOI 10.1057/978-1-349-68771-8

Library of Congress Control Number: 2016950461

© The Editor(s) (if applicable) and The Author(s) 2017

The author(s) has/have asserted their right(s) to be identified as the author(s) of this work in accordance
with the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans-
mission or information storage and retrieval, electronic adaptation, computer software, or by similar or
dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, express or implied, with respect to the material contained herein or for any
errors or omissions that may have been made.

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Macmillan Publishers Ltd.
The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, United Kingdom
 Preface

Who is this book for?

This book is primarily aimed at teachers who would like to develop listen-
ing tests for their students but who have little, if any, training in the field
of assessment. It is also designed for test developers who have some expe-
rience of assessing the listening ability of test takers, but who would like
a practical reference book to remind them of the procedures they should
follow, and of the many do’s and dont’s that litter the field of task develop-
ment. Those who are engaged in MA studies, or other types of research,
should also find Developing Listening Tests (DLT) of interest as the book
raises many issues which would benefit from further investigation.
DLT offers a systematic approach to the development of listening tasks,
starting with a discussion of what listening involves, and the importance
of drawing up test specifications. It also explores how to exploit sound
files and investigates a range of issues related to task development. The
book concludes with a look at the benefits of trialling and data analysis,
and how to report test scores and set pass marks.
Not everyone reading this book will be able to carry out all of these
recommended stages. In many cases, even where test developers would
like to do this, the demands and limitations of their assessment contexts
make some stages very difficult to achieve. What is of importance is to
attempt to do as many as possible.
v
vi Preface

The organisation of this book

Each chapter focuses on one major aspect of the task development cycle.
Chapter 1 starts with an overview of the issues which a test developer
needs to consider when developing a listening test. These include looking
at the processes which are involved in real-life listening, how the spoken
and written forms of the language differ and what makes listening dif-
ficult. The chapter ends with a discussion on why listening is important
and introduces the reader to the task development cycle.
Chapter 2 discusses the role that test specifications play in assisting the
test developer to define the construct underlying the test, and to describe
the conditions under which the test taker’s performance will be measured.
Chapter 3 introduces the reader to a procedure called textmapping which
helps test developers to determine the appropriateness of the sound files
they would like to use in their task development work and explores how
those sound files can be exploited.
Chapter 4 focuses on task development, investigates many of the deci-
sions that need to be made at this stage, and provides a set of item writing
guidelines to help in this process. The chapter also discusses the role of
peer review in task development and provides an outline of how this feed-
back could work. Chapter 5 consists of a range of sample listening tasks
taken from a number of different testing projects. Each task is discussed
in turn providing insights into the listening behaviour, the sound file and
the task. Links to the sound files are also provided.
Chapter 6 focuses on the benefits to be gained from trialling the listen-
ing tasks and carrying out data analysis. Chapter 7 explores the different
ways test scores can be reported and how pass marks (or cut scores) can
be calculated. Readers are provided with insights into how a standard
setting session can be run and the importance of producing a post-test
report is discussed.
Good luck with the book and the task development process!

Rita Green
UK
 Acknowledgements

I would like to start by thanking my colleagues and friends for their

feedback on previous versions of these chapters. A special mention goes
to Karmen Pižorn, Irene Thelen-Schaefer, Caroline Shackleton, David
Gardner, Heidi Ford-Schmidt and Astrid Dansoko.
I would also like to express my thanks to the following people
and organisations who have provided me with copyright permis-
sion to include the tasks and/or sound files used in this book: Graham
Hyatt, Länderverbundprojekt VerA6, Germany; Julia Grossmann
& Linnet Souchon; Walter Indra; The BundesInstitut, Zentrum für
Innovation und Quälitatsentwicklung (Bifie), Austria; The Institut zur
Qualitätsentwicklung im Bildungswesen (IQB), Humboldt-Universität
zu Berlin, Germany; Devawongse Varopakarn Institute of Foreign
Affairs (DVIFA), Ministry of Foreign Affairs, Thailand; Paul Vogel;
The Department of Foreign Affairs and Trade (DFAT), Australian
Government; iPod traveller: www.ipodtraveller.net; Star Radio,
Cambridge, UK; Nathan Turner, Centro de Lenguas Modernas, Granada
University, Spain; and Luke Harding, Lancaster University, UK.
Reprint of SPSS screen images courtesy of International Business
Machines Corporation, © SPSS, Inc., an IBM Company.

vii
 Contents

1 What is involved in assessing listening?   1

1.1 What the listening process involves    2
1.2 How listening differs between contexts and listeners    5
1.3 How listening input varies    7
1.4 How the spoken and written forms of the language differ    8
1.5 What makes listening difficult?   11
1.5.1 Nature of listening  11
1.5.1.1 No permanent record   11
1.5.1.2 Lack of ‘real’ gaps   12
1.5.1.3 Lack of redundancy   12
1.5.2 Complexity of processing  13
1.5.2.1 Multi-tasking  13
1.5.2.2 Controlled versus automatic processing   14
1.5.3 Input  14
1.5.3.1 Content  14
1.5.3.2 Topic  14
1.5.3.3 Sound quality   15
1.5.3.4 Mode of delivery   16
1.5.4 Task  16
1.5.5 Listening environment  17

ix
x Contents

1.5.6 Speaker characteristics  17

1.5.6.1 Speed of delivery   17
1.5.6.2 Number and type of voices   18
1.5.7 Listeners’ characteristics  18
1.6 Why is assessing listening important?   19
1.7 Summary  20
1.7.1 Task development cycle   21

2 How can test specifications help?  27

2.1 What are test specifications?  27
2.2 Purpose of the test  28
2.3 Target test population  28
2.4 The construct  29
2.5 Performance conditions  34
2.5.1 Input  35
2.5.1.1 Source  35
2.5.1.2 Authenticity  37
2.5.1.3 Quality  38
2.5.1.4 Level of difficulty  39
2.5.1.5 Topics  40
2.5.1.6 Discourse type  40
2.5.1.7 Nature of content  41
2.5.1.8 Number of sound files needed  41
2.5.1.9 Length of sound files  42
2.5.1.10 Mode of delivery  43
2.5.1.11 Number of times heard  43
2.5.1.12 Speaker characteristics  45
2.5.2 Task  46
2.5.2.1 Instructions and the example  46
2.5.2.2 Test method  46
2.5.2.3 Number of items  47
2.5.2.4 Number of tasks  48
2.5.3 Criteria of assessment  48
2.6 Why do we need test specifications?  49
2.7  Summary  51
 Contents xi

3 How do we exploit sound files?  55

3.1 Identifying the potential use of a sound file  55
3.2 A procedure for exploiting sound files: Textmapping  57
3.3 Textmapping for gist  59
3.3.1 Defining the listening behaviour  59
3.3.2 Checking for consensus  61
3.3.3 The ‘Gist’ textmap table  64
3.3.4 Summary of the gist textmapping procedure  66
3.3.5 Textmapping multiple gist files  67
3.4 Textmapping for specific information and important
details (SIID)  68
3.4.1 Defining the listening behaviour  68
3.4.2 Checking for consensus  70
3.4.3 The ‘SIID’ textmap table  72
3.4.4 Summary of the SIID textmapping procedure  74
3.4.5 Textmapping longer SIID sound files  75
3.4.6 Textmapping multiple SIID sound files  76
3.5 Textmapping for main ideas and supporting
details (MISD)  76
3.5.1 Defining the listening behaviour  76
3.5.2 Checking for consensus  77
3.5.3 The ‘MISD’ textmap table  78
3.5.4 Summary of the MISD textmapping procedure  80
3.6 Re-textmapping  82
3.7 Useful by-products  82
3.8 Summary  83

4 How do we develop a listening task?  85

4.1 Task identifier (TI)  85
4.2 Task instructions  88
4.3 Task issues  90
4.3.1 Test method  90
4.3.1.1 Multiple matching (MM)  91
4.3.1.2 Short answer questions (SAQ)  92
4.3.1.3 Multiple choice questions (MCQ)  94
xii Contents

4.3.1.4 Other test methods  95

4.3.2 Number of times heard  96
4.3.3 Number of items needed  96
4.3.4 Task layout  96
4.3.5 Mode of delivery  97
4.3.6 Integrated listening tasks  97
4.3.7 Grading issues  97
4.4 Guidelines for developing listening items  98
4.4.1 Sound file  99
4.4.2 Task instructions 100
4.4.3 Item/task development 101
4.4.3.1 General issues 101
4.4.3.2 Test method 103
4.4.3.2.1 General issues  103
4.4.3.2.2 Short answer questions (SAQ)  104
4.4.3.2.3 Multiple matching (MM)  105
4.4.3.2.4 Multiple choice questions
(MCQ) 106
4.4.4 Layout issues 107
4.5 Peer review and revision 107
4.5.1 Peer review 108
4.5.2 Revision 112
4.6 Summary 112

5 What makes a good listening task? 115

Introduction 115
Part 1: Multiple matching tasks  116
5.1 Task 1: Reading habits (MM)  116
5.1.1 Sound file  117
5.1.2 Task  117
5.1.2.1 Listening behaviour  117
5.1.2.2 Suitability of test method  118
5.1.2.3 Layout  118
5.2 Task 2: School class (MM)  118
 Contents xiii

5.2.1 Sound file  120

5.2.2 Task  120
5.2.2.1 Listening behaviour  120
5.2.2.2 Suitability of test method  121
5.2.2.3 Layout  122
5.3 Task 3: A diplomat speaks (MM)  122
5.3.1 Sound file  124
5.3.2 Task  124
5.3.2.1 Listening behaviour  124
5.3.2.2 Suitability of test method  126
5.3.2.3 Layout  126
Part 2: Short answer tasks  127
5.4 Task 4: Winter holidays (SAQ)  127
5.4.1 Sound file  127
5.4.2 Task  128
5.4.2.1 Listening behaviour  128
5.4.2.2 Suitability of test method  128
5.4.2.3 Layout 129
5.5 Task 5: Message (SAQ)  129
5.5.1 Sound file  129
5.5.2 Task  130
5.5.2.1 Listening behaviour  130
5.5.2.2 Suitability of test method  130
5.5.2.3 Layout  130
5.6 Task 6: Oxfam Walk (SAQ)  131
5.6.1 Sound file  132
5.6.2 Task  132
5.6.2.1 Listening behaviour  132
5.6.2.2 Suitability of test method  132
5.6.2.3 Layout 133
Part 3: Multiple choice tasks  133
5.7 Task 7: Hospital (MCQ)  133
5.7.1 Sound file  133
5.7.2 Task  134
xiv Contents

5.7.2.1 Listening behaviour  134

5.7.2.2 Suitability of test method  135
5.7.2.3 Layout  135
5.8 Task 8: Tourism in Paris  135
5.8.1 Sound file  138
5.8.2 Task  138
5.8.2.1 Listening behaviour  138
5.8.2.2 Suitability of test method  139
5.8.2.3 Layout 139
5.9 Summary  139
5.10 Keys to the sample tasks  141

6 How do we know if the listening task works? 145

Introduction 145
6.1 Why do we trial? 146
6.1.1 Task instructions 146
6.1.2 Amount of time allocated 147
6.1.3 Different test methods 147
6.1.4 Task key 148
6.1.5 Task bias 148
6.1.6 Sample tasks/benchmark performances 149
6.1.7 Tasks for standard setting 149
6.1.8 Test administration guidelines 150
6.1.9 Feedback questionnaires 151
6.1.10 Feedback to stakeholders 153
6.1.11 Test specifications 153
6.1.12 Summary 153
6.2 How do we trial? 154
6.2.1 The test population 154
6.2.2 Trial dates 154
6.2.3 Size of the trial population 155
6.2.4 Test booklet preparation 155
6.2.5 Administration and security issues 157
6.2.6 Marking 158
 Contents xv

6.3 Trial results 160

6.3.1 Why carry out a data analysis? 160
6.3.2 How do we carry out a data analysis? 161
6.3.2.1 Stage 1: Frequencies 162
Summary 166
6.3.2.2 Stage 2: Discrimination 166
Summary 168
6.3.2.3 Stage 3: Internal consistency (reliability) 168
Summary 171
6.3.2.4 Overall task difficulty 171
6.3.3 Drop, revise or bank? 172
6.4 Conclusions 172

7 How do we report scores and set pass marks? 175

7.1 Reporting test scores 175
7.1.1 Separate skills or all skills? 175
7.1.2 Weighting of different skills 177
7.1.3 Method of reporting used 178
7.1.4 Norm-referenced approach 179
7.1.5 Criterion-referenced approach 180
7.1.6 Pass marks 181
7.2 Standard setting 182
7.2.1 What is standard setting? 182
7.2.2 Why do we standard set? 183
7.2.3 Who is involved in standard setting? 185
7.2.3.1 Before standard setting 185
7.2.3.2 During standard setting 186
7.2.4 Importance of judge selection 187
7.2.5 Training of judges 188
7.2.6 Selecting a standard setting method 190
7.2.7 Role of statistics in standard setting 191
7.2.8 Standard setting procedure 192
7.2.9 Confirming item and task difficulty levels 194
xvi Contents

7.3 Stakeholder meetings 195

7.4 Sample tasks and test website 195
7.5 Post-test reports 197
7.5.1 Post-test item analysis 197
7.5.2 Recommendations 199
Final thoughts  199

DLT Bibliography 203

Index 205
 Acronyms

CAID Cronbach’s Alpha if Item Deleted

CEFR Common European Framework of References
CITC Corrected Item Total Correlation
EFL English as a Foreign Language
ICAO International Civil Aviation Organization
IELTS International English Language Testing System
MCQ Multiple choice questions
MISD Main ideas and supporting details
MM Multiple matching
SAQ Short answer questions
SEM Standard error of measurement
SEQ Sequencing
SIID Specific information and important details
SHAPE Supreme Headquarters Allied Powers Europe
SLP Standardized Language Profile
STANAG Standardised Agreement
TI Task identifier

xvii
 List of figures

Fig. 1.1 Extract from lecture 12

Fig. 1.2 Task development cycle 21
Fig. 2.1 CEFR B2 descriptors 31
Fig. 2.2 STANAG Level 1 descriptors 32
Fig. 2.3 ICAO Level 3 descriptors 32
Fig. 2.4 General listening focus 33
Fig. 2.5 Talking points 36
Fig. 2.6 Test specifications template 51
Fig. 3.1 Instructions for gist textmapping 61
Fig. 3.2 Gist textmapping results 62
Fig. 3.3 Highlighted communalities (gist) 63
Fig. 3.4 Communalities (gist) 63
Fig. 3.5 Gist textmap table 65
Fig. 3.6 Gist textmapping procedure 66
Fig. 3.7 Different types of SIID 69
Fig. 3.8 SIID textmapping results 71
Fig. 3.9 SIID: Textmap Table 1 72
Fig. 3.10 SIID: Textmap Table 2 73
Fig. 3.11 SIID textmapping procedure 74
Fig. 3.12 Main ideas, supporting details and SIID 77
Fig. 3.13 MISD Textmap Table 79
Fig. 3.14 MISD textmapping procedure 80
Fig. 4.1 Task identifier 86

xix
xx List of figures

Fig. 5.1 Jane’s reading habits (MM) 117

Fig. 5.2 School class (MM) 119
Fig. 5.3 A diplomat speaks (MM) 123
Fig. 5.4 Winter holidays (SAQ) 127
Fig. 5.5 Message (SAQ) 129
Fig. 5.6 Oxfam Walk (SAQ) 131
Fig. 5.7 Hospital (MCQ) 134
Fig. 5.8 Tourism in Paris (MCQ) 136
Fig. 6.1 Feedback questionnaire: Example 1 152
Fig. 6.2 Feedback questionnaire: Example 2 152
Fig. 6.3 Frequencies on Q1 162
Fig. 6.4 Frequencies on Q2-Q4 164
Fig. 6.5 Frequencies on Q5-Q8 165
Fig. 6.6 Popham (2000) Discrimination levels 167
Fig. 6.7 Discrimination indices 167
Fig. 6.8 Reliability statistics 170
Fig. 6.9 Overall task difficulty 171
Fig. 7.1 Extract from CEFR familiarisation exercise (listening) 189
Fig. 7.2 Website materials 196
 1
What is involved in assessing listening?

Assessing a test taker’s listening performance is a complex procedure

(Field 2013: 84) and it is essential that test developers spend quality time
thinking about what the complete listening process involves before they
embark on any task development work. Where this does not happen, it
is more than likely that the listening tasks will not be at the appropriate
difficulty level, and involve items which measure more than just the test
takers’ listening ability. Test developers should have a good understand-
ing of the following issues:

1. What the listening process involves.

2. How listening differs from context to context, listener to listener.
3. How listening input varies.
4. How the spoken and written forms of the language differ.
5. What makes listening difficult.

The aim of this chapter is to explore these issues in preparation

for the ensuing chapters which will focus on the task development
procedures.

© The Editor(s) (if applicable) and The Author(s) 2017 1

R. Green, Designing Listening Tests
DOI 10.1057/978-1-349-68771-8_1
2 Designing Listening Tests

1.1 What the listening process involves

According to Rost (2011: 2) “Listening is essentially a transient and invis-
ible process that cannot be observed directly.” Let us explore this statement
by looking at a couple of scenarios to try to understand how the listening
process works. Imagine a situation in which someone is about to convey
some information to you in your native tongue. The process starts with
the person producing sounds which are transmitted to you by means of
sound waves. On receiving these sound waves, your internal acoustic-
phonetic processor and parser are activated. These ‘tools’ enable you to
segment the strings of the message into chunks, and to decode the sounds.
If you are successful in doing this, you should be able to identify what has
been said by matching the segmented and decoded input to your internal
store of words and phrases in order to make sense of it. During this pro-
cess, you are also likely to tap into any relevant world knowledge or previ-
ous relevant experiences (schemata) in order to give the input meaning.
Where the listener is able to carry out these processes, an overall picture of
the message the speaker is conveying should be produced and if appropri-
ate and/or necessary the listener may make a response.
Field (2013: 95-6) divides the listening event into five processes which
can take place simultaneously. He describes the first three as lower-level
processes. These include decoding the input, carrying out a lexical search,
and parsing, which involves producing an abstract proposition based on
what has been heard using the listener’s own words. The last two processes
he refers to as higher-level ones. These involve firstly, the construction
of meaning where the listener applies world knowledge and inferencing
strategies to cover anything which has been left unsaid by the speaker.
And secondly, the construction of discourse, where the listener checks
the relevance and applicability of what has been said to previous parts
of the message. These are then integrated into the whole picture as the
listener recalls it. Field (ibid.) adds that these higher-level processes may
not take place in a consecutive order and that the listener is constantly
making provisional guesses at the ‘word, phrase and clause level ’. These
guesses need to be continuously reviewed and changed in light of the
new ­incoming messages. (See Lynch 2010; Rost 2011; Brunfaut 2016 for
further descriptions of the process.)
 1 What is involved in assessing listening? 3

Generally speaking, as listeners in our native tongue(s), we carry out

these processes simultaneously and automatically; in fact, we do this
often without giving the listening act a single passing thought. It is only
when we ‘stumble’ over something which has been said that we become
conscious of this automatic behaviour. This is because we have moved
from automatic processing into what is referred to as a ‘controlled’ pro-
cessing. This can be triggered by the speaker’s use of a word which we do
not immediately recognise, one which has been used in an unexpected
way, or one which does not seem to fit into the overall picture. If the mes-
sage is being conveyed by phone or by a person talking directly to us we
can ask for clarification if the meaning is not clear; if not, we might be
able to guess what we have missed from the context and still achieve the
overall meaning (depending on how seminal that part of the message is)
though some detail may be lost.
Now let us look at a second scenario. Imagine you are listening to
someone who is speaking in a language that is not your native tongue.
Depending on the degree of exposure you have had to that language,
your acoustic-phonetic processor and parser may have some difficulties
in ‘chunking’ the incoming message. This is especially true if the language
being spoken does not belong to the same language group as your own.
Trying to understand spoken Chinese in the early 1980s in Beijing is
perhaps a useful (personal) example of this phenomenon. My acoustic-­
phonetic processor simply could not detect the ‘white spaces’ between the
‘words’; nor were there sufficient international words and/or cognates for
a lexical search to be of any help in understanding what was being said.
Parsing did not happen. So in Field’s (2013) terms, my listening experi-
ence was not even successful at the lower processing levels; any higher-­
level processing would have been based on strategic listening (for which
read ‘guessing’) based on my knowledge of the context and the speaker.
When a language has few words or cognates in common with the lis-
tener’s own first language (as in the case above), those who are new to
that language are likely to be less successful in their attempts to decode
the incoming message. The listener is likely to find him/herself repeatedly
slipping into a ‘controlled’ state (indeed they may not leave it after the
first utterance) and significant parts, if not all of the message, may be lost.
Although the example above is an extreme case, it is something which
4 Designing Listening Tests

test developers need to be very aware of when selecting input to use in

a test. Listeners can usually cope with the presence of a few new words,
especially if they are not seminal to understanding the message or what
is being targeted in a given task. However, where the number of new
words or phrases occur more frequently, say, for example, in every other
sentence, the listener is likely to be forced to spend longer periods in
controlled mode. This can potentially lead to overload in their attempts
to understand the message and ultimately processing may stop.
When something is new a learner pays it far more conscious attention,
and therefore processing is slow. As the input becomes more and more
familiar, processing usually becomes faster and eventually can move to
being automatic. This is true of many things, not just learning a language.
For example, we experience this when learning to drive, to swim, to cook
and so on. However, for many second language listeners, processing is
often only partly automatic and consequently processing breaks down,
as the listener cannot handle the continuous stream of input quickly
enough. As Fortune (2004: 42) states:

automatic processing requires little/no attention and as such is less likely to

interfere with other processes at work; controlled processes require attention and
it is difficult to deal with more than one source of information at a time.

Field (2013: 106-7) adds

The importance of automaticity in all these processes cannot be overstated. … If

a basic operation like matching a set of speech sounds to a word requires an
effort of attention, it imposes demands upon a listener’s working memory that
can preclude other operations. By contrast, when the mapping from word to
word senses is highly automatic, working memory resources are freed for higher-­
level processes such as making inferences, interpreting the speaker’s intentions,
recognising a line of argument and so on.

In other words, the more time that listeners can spend in auto-
matic mode, the less demand there will be on their working memories
(Baddeley 2003; Field 2013). This, in turn, means that in the assess-
ment context, the listener will have more working capacity for dealing
with other issues, such as applying what s/he has understood to the
 1 What is involved in assessing listening? 5

task. Test developers therefore need to think carefully about the degree
of cognitive strain they are placing on test takers when asking them
to process a sound file. Not only do test takers need to cope with the
listening processes discussed above but they also need to manage such
factors as language density, speaker articulation, speed of delivery,
number of voices, accessibility of the topic inter alia, all of which are
likely to contribute to the burden of listening for the second language
listener (see 2.5.1).

1.2 How listening differs between contexts

and listeners
As test developers we need to be aware that the way we listen changes in
accordance with what we are listening to. For example, the way we listen
to something for pleasure (films, music, jokes and so on) may differ from
how we listen when we are trying to gather information or insights about
something (lectures, documentaries and so on). Similarly, the act of lis-
tening is likely to be different when we are listening to check the validity
of an argument (political debates, speeches and so on) as opposed to how
we listen when we want to empathise with a friend who is describing
something personal that has happened to her (see Wilson 2008; Rost
2011; and Brown and Yule 1983). As Lynch (2009: 55, emphasis in the
original) points out:

what we listen to and why are important influences on how we listen.

Secondly, the degree of attention a listener exhibits also varies accord-

ing to the context in which the listening event takes place (Fehérváryné
and Pižorn 2005). A study by Bone (1988) cited by White (1998: 6-7)
revealed that:

people often listen at only 25 per cent of their potential and ignore, forget, dis-
tort, or misunderstand the other 75 per cent. Concentration rises above 25 per
cent if they think that what they are hearing is important and/or they are
interested in it, but it never reaches 100 per cent.
6 Designing Listening Tests

Imagine a scenario where we simply want to identify a detail, say a

new gate number at an airport, or the cost of something. In these circum-
stances, we frequently engage in selective listening. On other occasions,
though, the opposite is the case. Take for instance a situation where we
are trying to identify someone’s arguments in favour of a particular pro-
posal. In this case, we are more likely to employ careful listening in order
not to miss anything. This is especially true if the speaker is being implicit
(see 2.4). In other scenarios, when we are not really interested in what
someone is talking about, our attention may wander and the amount of
detail taken in will necessarily be less than it might otherwise have been
if we had been fully engaged.
Thirdly, the linguistic ability of the listener will impact on the way
in which s/he is able to listen. For example, compare what a beginner
is expected to be able to achieve as opposed to someone who is more
expert. According to the Common European Framework of References
(CEFR) a listener at A1 should be able to:

follow speech which is very slow and carefully articulated, with long pauses for
him/her to assimilate meaning. (Overall Listening Comprehension)
understand instructions addressed carefully and slowly to him/her and follow
short simple directions. (Listening to Announcements and Instructions)

While an expert listener at C1 on the same scale should be able to:

understand a wide range of recorded and broadcast audio material, including

some non-standard usage, and identifying the finer point of detail including
implicit attitudes and relationships between speakers. (Listening to audio
media and recordings)
recognise a wide range of idiomatic expressions and colloquialisms, appreciating
register shifts. (Overall Listening Comprehension)

This comparison, while somewhat extreme, demonstrates clearly the

importance of being aware of what is expected of listeners at different
competence levels and the necessity of ensuring that the task(s) focus
on the appropriate types of listening behaviour(s). The more advanced
 1 What is involved in assessing listening? 7

the listeners are, the wider the range of different listening behaviours the
tasks should measure in order to avoid construct under-representation.

1.3 How listening input varies

When we consider the various kinds of listening input we process on a
daily basis as a listener, it is obvious that they are incredibly varied, much
more so than the various forms of the written word (Field 2013). This
variety poses a challenge for test developers and is something they must
consider carefully before starting to search for sound files. To help us with
this challenge, Lynch (2009: 15) advises us to think of the range of differ-
ent types of listening as being on a number of continua:

from ‘unplanned ’ to ‘planned ’ (Ochs 1979); from ‘oral ’ to ‘literate’ (Tannen

1982a, b); from ‘interactional ’ to ‘transactional ’ (Brown and Yule 1983);
from ‘involved ’ to detached ’ (Bygate 1998)

The decision as to which continua the sound files should be selected

from should be related to the target test population. Compare the
needs of career diplomats with those of young learners in terms of
what would be classified as suitable input. For example, a diplomat
who is required to take a listening test is likely to feel far more satisfied
with a sound file based on the speech of a visiting dignitary as opposed
to an interview with the latest winner of a reality show. This is because
the former type of input reflects the kind of real-world listening s/he
would be engaged with professionally and would therefore have cogni-
tive validity (Field 2013). An appropriate sound file for young learners,
on the other hand, would need to be not only within their cognitive
ability, but also based on a familiar (and preferably interesting) topic
within their world knowledge. In other words, the target test popula-
tion and the real-world listening context are instrumental in helping
the test developers to identify which type of sound file should be used
in the test.
8 Designing Listening Tests

Secondly, the test developer needs to decide whether the test takers’
listening ability should be measured by means of collaborative tasks,
­non-­collaborative tasks (Buck 2001) or both. At the collaborative (or
interactional) end of such a continuum, both listening and speaking
abilities would be involved, possibly through some kind of role-play,
problem-­solving exercise, conversation, negotiation (for example, busi-
ness or diplomatic context) or transmission (aeronautical context). At
the non-­collaborative (non-interactional) end, the listening event might
involve listening to a lecture, an interview or a phone-in. According to
Banerjee and Papageorgiou (2016: 8) large-scale and standardised listen-
ing tests use non-collaborative tasks.
Let’s look at some concrete examples. Air traffic controllers (ATC)
need to be able to demonstrate not only good listening skills but also
the ability to interact when communicating with pilots or fellow ATC
colleagues (see ELPAC: English Language Proficiency for Aeronautical
Communication Test). Therefore, an interactional listening task is likely
to have much more validity. In occupational tests, such as those aimed
at civil servants or embassy support staff, where an ability to communi-
cate on the telephone is considered an important skill, the test would
ideally include some interactional tasks (see INTAN’s English Language
Proficiency Assessment Test). Although tertiary level students need to dem-
onstrate their ability to take notes during lectures, which would suggest
non-interactional tasks have more cognitive validity, they may also need
to function in small-group contexts involving speaking which would
indicate interactional tasks are also important. In the case of young learn-
ers, it is also likely to be both.

1.4 How the spoken and written forms

of the language differ
Spoken input exhibits both oral and written features to differing
extents. How does this impact on the listener? In general, the more
oral features the input contains, the easier it is for listeners to follow
and understand what is being said (Field 2013; Lynch 2010). This is
 1 What is involved in assessing listening? 9

because features such as pauses, hesitations, fillers, repetition, repairs,

false starts, corrections, afterthoughts, and asides have a tendency to
render the input less dense and also to increase the degree of redun-
dancy. Both of these characteristics provide the listener with more time
to process the incoming message. The written form of the language, on
the other hand, usually exhibits fewer of these characteristics. This is
due to the fact that, being more permanent in nature, it tends to have
much less redundancy.
Compare, for example, the spoken language features involved in two
friends chatting about a new film with that of a politician giving a speech;
the characteristics they reflect are quite different. The former is much
more likely to exhibit many of the oral aspects mentioned above – such
as pauses, hesitations, back-tracking, fillers and so on – while the latter
is more likely to display more written characteristics. This could be due
to the speech having been written before being delivered; it could also
be partly owing to its purpose – the politician may well hope that what
s/he has to say will be remembered and even quoted in future (and there-
fore s/he may not want pauses, hesitations and back-tracking to feature).
Asking test takers to process such a speech, while certainly not invalid
given the appropriate target test population, is definitely much more cog-
nitively demanding.
A second way in which oral and written language differ is that spo-
ken language idea units tend to contain simpler syntax and consist of
‘shorter sentences broken into clause-length utterances’ (Field 2013: 111).
The written equivalent, by comparison, often includes more complex
syntax, with relative or subordinate clauses. When such written lan-
guage forms part of a sound file, the listener has to work much harder
to process the input, as the utterances tend to be longer and the amount
of redundancy more limited. The spoken language also makes more use
of simpler linking devices such as ‘and’, ‘or’ and ‘but’, while the writ-
ten form exhibits more complex ones such as ‘however’, ‘moreover’,
‘therefore’ and so on.
Thirdly, the spoken form of the language often includes more low-­
information content words; in the written language there are more
complex grammatical constructions such as gerunds, participles and so
10 Designing Listening Tests

on. In other words, many of the words a speaker produces are redun-
dant – they simply form part of the packaging and can be ignored
by the listener (see 1.5.1.3). The writer, on the other hand, is often
instructed – or feels obliged – to make every word count. This has obvi-
ous consequences for the listener when ‘a written text’ is used as the
basis for a sound file.
Fourthly, due to its temporary nature, the spoken form may contain
more dialect, slang and colloquialisms than the written form. On the
other hand, though, the speaker may well exhibit more personal and
emotional involvement which may aid the listener’s comprehension espe-
cially where there is also visual input.
Fifthly, the discourse structure and signposting used differs across
the two forms. The written form has punctuation, while the spoken
has prosodic cues such as intonation, stress, pauses, volume and speed.
Depending on the characteristics of the speaker’s voice, these prosodic
cues can either aid comprehension or hinder it – take, for example, a
speaker who talks very fast or someone who exhibits a limited or unex-
pected intonation pattern.
To summarise, where a sound file contains many of the written charac-
teristics discussed above, this increases the degree of processing required
by the listener. This is because the resulting input is likely to be more
complex in terms of grammatical structures, content words, and length
of ‘utterances’; also because it will probably exhibit less redundancy.
While this does not mean that input based on speeches or radio news, for
example, is invalid, careful thought must be given to the purpose of the
test, the test takers’ needs and the construct upon which the test is based.
In other words, the test developer needs to ask him/herself whether in
a real-life listening context, the test population for whom s/he is devel-
oping a test, would ever listen to such a rendition. To this end, the test
developer may find it useful to carry out a needs analysis in order to
identify appropriate listening events for the target test population while
developing the test specifications (see 2.5). (See Chafe 1985, and Chafe
and Danielewicz 1987 for a more in-depth discussion of the differences
between the spoken and written word.)
Another random document with
no related content on Scribd:
 “Spare no money, no time, no labor,” he said, “but let the criminal
be found. Sir Ronald is too ill, too overwhelmed, to give any orders at
present; but you know what should be done. Do it promptly.”
And Captain Johnstone had at once taken every necessary step.
There was something ghastly in the pretty town of Leeholme, for
there on the walls was the placard, worded:
“MURDER!
“Two hundred pounds will be given to any one bringing
certain information as to a murder committed on Tuesday
morning, June 19th, in the Holme Woods. Apply to
Captain Johnstone, Police Station, Leeholme.”
Gaping rustics read it, and while they felt heartily sorry for the
unhappy lady they longed to know something about it for the sake of
the reward.
But no one called on Captain Johnstone—no one had a word
either of certainty or surmise. The police officers, headed by
intelligent men, made diligent search in the neighborhood of the
pool; but nothing was found. There was no mark of any struggle; the
soft, thick grass gave no sign of heavy footsteps. No weapon could
be found, no trace of blood-stained fingers. It was all a mystery dark
as night, without one gleam of light.
The pool had always been a favorite place with the hapless lady;
and, knowing that, Sir Ronald had ordered a pretty, quaint golden
chair to be placed there for her; and on the very morning when the
event happened Lady Clarice Alden had taken her book and had
gone to the fatal spot to enjoy the beauty of the morning, the
brightness of the sun and the odor of the flowers. The book she had
been reading lay on the ground, where it had evidently fallen from
her hands. But there was no sign of anything wrong; the bluebells
had not even been trampled under foot.
After twenty-four hours’ search the police relinquished the matter.
Captain Johnstone instituted vigorous inquiries as to all the beggars
and tramps who had been in the neighborhood—nothing suspicious
came to light. One man, a traveling hawker, a gaunt, fierce-looking
man, with a forbidding face, had been passing through Holme
Woods, and the police tracked him; but when he was examined he
was so evidently unconscious and ignorant of the whole matter it
would have been folly to detain him.
In the stately mansion of Aldenmere a coroner’s inquest had
been held. Mrs. Glynn declared that it was enough to make the
family portraits turn on the wall—enough to bring the dead to life.
Such a desecration as that had never occurred before. But the
coroner was very grave. Such a murder, he said, was a terrible thing;
the youth, beauty and position of the lady made it doubly horrible. He
showed the jury how intentional the murder must have been—it was
no deed done in hot haste. Whoever had crept with stealthy steps to
the lady’s side, whoever had placed his hand underneath the white
lace mantle which she wore, and with desperate, steady aim stabbed
her to the heart, had done it purposely and had meditated over it.
The jury saw that the white lace mantle must either have been raised
or a hand stealthily crept beneath it, for the cut that pierced the
bodice of the dress was not in the mantle.
He saw the red puncture on the white skin. One of the jury was a
man who had traveled far and wide.
“It was with no English weapon this was done,” he said. “I
remember a case very similar when I was staying in Sicily; a man
there was killed, and there was no other wound on his body save a
small red circle like this; afterward I saw the very weapon that he had
been slain with.”
“What was it like?” asked the coroner eagerly.
“A long, thin, very sharp instrument, a species of Sicilian dagger. I
heard that years ago ladies used to wear them suspended from the
waist as a kind of ornament. I should not like to be too certain, but it
seems to me this wound has been caused by the same kind of
weapon.”
By the coroner’s advice the suggestion was not made public.
The verdict returned was one the public had anticipated: “Willful
murder against some person or persons unknown.”
 Then the inquest was over, and nothing remained but to bury
Lady Clarice Alden. Dr. Mayne, however, had not come to the end of
his resources yet.
“The local police have failed,” he said to Sir Ronald; “we will send
to Scotland Yard at once.”
And Sir Ronald bade him do whatever in the interests of justice
he considered best.
In answer to his application came Sergeant Hewson, who was
generally considered the shrewdest and cleverest man in England.
“If Sergeant Hewson gives a thing up, no one else can succeed,”
was a remark of general use in the profession. He seemed to have
an instinctive method of finding out that which completely baffled
others.
“The mystery will soon be solved now,” said Dr. Mayne;
“Sergeant Hewson will not be long in suspense.”
The sergeant made his home at Aldenmere; he wished to be
always on the spot.
“The murder must have been done either by some one in the
house or some one out of it,” he said; “let us try the inside first.”
So he watched and waited; he talked to the servants, who
considered him “a most affable gent;” he listened to them; he
examined everything belonging to them—in vain.
Lady Clarice Alden had been beloved and admired by her
servants.
“She was very high, poor thing!—high and proud, but as
generous and kind a lady as ever lived. So beautiful, too, with a
queer sort of way with her! She never spoke an unkind word to any
of us in her life.”
He heard nothing but praises of her. Decidedly, in all that large
household Lady Clarice had no enemy. He inquired all about her
friends, and he left no stone unturned; but, for once in his life,
Sergeant Hewson was baffled, and the fact did not please him.
 CHAPTER IV.
KENELM EYRLE.

It was the night before the funeral, and Sir Ronald sat in his study
alone. His servants spoke of him in lowered voices, for since the
terrible day of the murder the master of Aldenmere had hardly tasted
food. More than once he had rung the bell, and, when it was
answered, with white lips and stone-cold face, he had asked for a
tumbler of brandy.
It was past ten o’clock now, and the silent gloom seemed to
gather in intensity, when suddenly there came a fierce ring at the hall
door, so fierce, so imperative, so vehement that one and all the
frightened servants sprang up, and the old housekeeper, with folded
hands, prayed, “Lord have mercy on us!”
Two of the men went, wondering who it was, and what was
wanted.
“Not a very decent way to ring, with one lying dead in the house,”
said one to the other; but, even before they reached the hall door, it
was repeated more imperatively than before.
They opened it quickly. There stood a gentleman who had
evidently ridden hard, for his horse was covered with foam; he had
dismounted in order to ring.
“Is this horrible, accursed story true?” he asked, in a loud, ringing
voice. “Is Lady Alden dead?”
“It is quite true, sir,” replied one of the men, quick to recognize the
true aristocrat.
“Where is Sir Ronald?” he asked, quickly.
“He cannot see any one.”
 “Nonsense!” interrupted the stranger, “he must see me; I insist
upon seeing him. Take my card and tell him I am waiting. You send a
groom to attend to my horse; I have ridden hard.”
Both obeyed him, and the gentleman sat down in the entrance
hall while the card was taken to Sir Ronald. The servant rapped
many times, but no answer came; at length he opened the door.
There sat Sir Ronald, just as he had done the night before—his head
bent, his eyes closed, his face bearing most terrible marks of
suffering.
The man went up to him gently.
“Sir Ronald,” he asked, “will you pardon me? The gentleman who
brought this card insists upon seeing you, and will not leave the
house until he has done so. I would not have intruded, Sir Ronald,
but we thought perhaps it might be important.”
Sir Ronald took the card and looked at the name. As he did so a
red flush covered his pale face, and his lips trembled.
“I will see him,” he said, in a faint, hoarse voice.
“May I bring you some wine or brandy, Sir Ronald?” asked the
man.
“No, nothing. Ask Mr. Eyrle to come here.”
He stood quite still until the stranger entered the room; then he
raised his haggard face, and the two men looked at each other.
“You have suffered,” said Kenelm Eyrle; “I can see that. I never
thought to meet you thus, Sir Ronald.”
“No,” said the faint voice.
“We both loved her. You won her, and she sent me away. But, by
heaven! if she had been mine, I would have taken better care of her
than you have done.”
“I did not fail in care or kindness,” was the meek reply.
“Perhaps I am harsh,” he said, more gently. “You look very ill, Sir
Ronald; forgive me if I am abrupt; my heart is broken with this terrible
story.”
“Do you think it is less terrible for me?” said Sir Ronald, with a
sick shudder. “Do you understand how awful even the word murder
is?”
“Yes; it is because I understand so well that I am here. Ronald,”
he added, “there has been ill feeling between us since you won the
prize I would have died for. We were like brothers when we were
boys; even now, if you were prosperous and happy, as I have seen
you in my dreams, I would shun, avoid and hate you, if I could.”
His voice grew sweet and musical with the deep feelings stirred
in his heart.
“Now that you are in trouble that few men know; now that the
bitterest blow the hand of fate can give has fallen on you, let me be
your true friend, comrade and brother again.”
He held out his hand and clasped the cold, unyielding one of his
friend.
“I will help you as far as one man can help another, Ronald. We
will bury the old feud and forget everything except that we have a
wrong to avenge, a crime to punish, a murderer to bring to justice!”
“You are very good to me, Kenelm,” said the broken voice; “you
see that I have hardly any strength or energy.”
“I have plenty,” said Kenelm Eyrle, “and it shall be used for one
purpose. Ronald, will you let me see her? She is to be buried to-
morrow—the fairest face the sun ever shone on will be taken away
forever. Let me see her; do not refuse me. For the memory of the
boy’s love so strong between us once—for the memory of the man’s
love and the man’s sorrow that has laid my life bare and waste, let
me see her, Ronald?”
“I will go with you,” said Sir Ronald Alden; and, for the first time
since the tragedy in its full horror had been known to him, Sir Ronald
left the library and went to the room where his dead wife lay.
 CHAPTER V.
WHICH LOVED HER BEST?

They went through the silent house without another word,

through the long corridors so lately gay with the sound of laughing
voices and the lustre of perfumed silken gowns. The gloom seemed
to deepen, the very lights that should have lessened it looked
ghastly.
They came to the door of my lady’s room, and there for one-half
minute Sir Ronald paused. It was as though he feared to open it.
Then he made an effort. Kenelm saw him straighten his tall figure
and raise his head as though to defy fear. With reverent touch he
turned the handle and they entered the room together. Loving hands
had been busy there; it was hung round with black velvet and lighted
with innumerable wax tapers. She had loved flowers so well in life
that in death they had gathered them round her. Vases of great,
luscious white roses; clusters of the sad passion flower; masses of
carnations—all mixed with green leaves and hawthorn branches.
In the midst of the room stood the stately bedstead, with its black
velvet hangings. Death lost its gloom there, for the quiet figure
stretched upon it was as beautiful as though sculptured from purest
marble; it was the very beauty and majesty of death without its
horror.
The white hands were folded and laid on the heart that was never
more to suffer either pleasure or pain. Fragrant roses were laid on
her breast, lilies and myrtle at her feet.
But Kenelm noted none of these details—he went up to her
hurriedly, as though she had been living, and knelt down by her side.
He was strong and proud, undemonstrative as are most English
gentlemen, but all this deserted him now. He laid his head down on
the folded hands and wept aloud.
 “My darling! my lost, dear love, so young to die! If I could but
have given my life for you!” His hot tears fell on the marble breast.
Sir Ronald stood with folded arms, watching him, thinking to himself:
“He loved her best of all—he loved her best!”
For some minutes the deep silence was unbroken save by the
deep-drawn, bitter sobs of the unhappy man kneeling there. When
the violence of his weeping was exhausted he rose and bent over
her.
“She is beautiful in death as she was in life,” he said. “Oh,
Clarice, my darling! If I were but lying there in your place. Do you
know, Ronald, how and where I saw her last?”
The haggard, silent face was raised in its despairing quiet to him.
“It was three weeks before her wedding day, and I was mad with
wounded love and sorrow. I went over to Mount Severn—not to talk
to her, Ronald, not to try to induce her to break her faith—only to
look at her and bear away with me the memory of her sweet face
forever and forever. It is only two years last June. I walked through
the grounds, and she was sitting in the center of a group of young
girls, her bridesmaids who were to be, her fair hair catching the
sunbeams, her lovely face brighter than the morning, the love-light in
her eyes; and she was talking of you, Ronald, every word full of
music, yet every word pierced my heart with hot pain. I did not go to
speak to her, but I stood for an hour watching her face, impressing
its glorious young beauty on my mind. I said to myself that I bade her
farewell, and the thought came to my mind, ‘How will she look when I
see her again?’”
Then he seemed to forget Sir Ronald was present, and he bent
again over the beautiful face.
“If you could only look at me once, only unclose those white lips
and speak to me, who loves you as I do, my lost darling.”
He took one of the roses from the folded hands and kissed it
passionately as he had kissed her lips.
 “You cannot hear me, Clarice,” at last he murmured, “at least with
mortal ears; you cannot see me; but listen, my darling, I loved you
better than I loved my life; I kiss your dead lips, sweet, and I swear
that I will never kiss another woman. You are gone now where all
secrets are known; you know now how I loved you; and when I go to
the eternal land you will meet me. No love shall replace you. I will be
true to you, dead, as I was while you were living. Do you hear me,
Clarice?”
All the time he poured out this passionate torrent of words Sir
Ronald stood with bowed head and folded arms.
“I kiss those white lips again, love, and on them I swear to know
no rest, no pleasure, no repose until I have brought the man who
murdered you to answer for his crime; I swear to devote all the talent
and wealth God has given me to that purpose; I will give my days
and nights—my thoughts, time, energies—all for it; and when I have
avenged you I will come and kneel down by your grave and tell you
so.”
Then he looked up at Sir Ronald.
“What are you going to do?” he asked. “What steps shall you
take?”
“Everything possible has been done. I know no more that I can
do.”
Kenelm Eyrle looked up at him.
“Do you mean to sleep, to eat, to rest, while the man who did that
dastardly deed lives?”
His eyes flashed fire.
“I shall do my best,” Sir Ronald said, with a heavy groan. “God
help us all. It has been a dreadful mistake, Kenelm. You loved her
best.”
“She did not think so then, but she knows now. I will live to
avenge her. I ask from Heaven no greater favor than that I may bring
the murderer to justice. I shall do it, Ronald; a certain instinct tells me
so. When I do, I shall show him no mercy; he showed none to her. If
the mother who bore him knelt at my feet and asked me to have pity
on him, I would not. If the child who calls him father clung round my
neck and prayed me with tears and asked for mercy, I would show
none.”
“Nor would I,” said Sir Ronald. Then Kenelm Eyrle bent down
over the dead body.
“Good-by, my love,” he said, “until eternity; good-by.”
With reverent hands he drew the white lace round her, and left
her to the deep, dreamless repose that was never more to be
broken.
He went downstairs with Sir Ronald, but he did not enter the
library again.
“I am going home,” he said. “I shall not intrude any longer,
Ronald.”
“You will come to-morrow?” said Sir Ronald, as Kenelm stood at
the hall door.
“Yes, I will pay her that mark of respect,” he said, “and I will live to
avenge her.”
So they parted, and Sir Ronald, going back to the old seat in the
library, remained there until morning dawned.
 CHAPTER VI.
KENELM EYRLE’S VOW.

In the picturesque and beautiful country of Loamshire they still tell

of the funeral, the extraordinary crowd of people assembled to pay
the last mark of homage to Lady Clarice Alden.
Perhaps most pity of all was given to the hapless lady’s mother,
Mrs. Severn, a handsome, stately, white-haired old lady, little
accustomed to demonstration of any kind. She had apologized for
her excessive grief by saying to every one:
“She was my only child, you know, and I loved her so dearly—my
only one.”
The long ceremony was over at last and the mourners returned to
Aldenmere.
The morning afterward the blinds were drawn. Once more the
blessed sunlight filled the rooms with light and warmth; once more
the servants spoke in their natural voices and the younger ones
became more anxious as to whether their new mourning was
becoming or not; but the master of the house was not sensible to
anything—the terrible tragedy had done its worst; Sir Ronald Alden
of Aldenmere lay in the clutches of fierce fever, battling for life.
The sympathy of the whole neighborhood was aroused. The
murder had been bad enough; but that it should also cause Sir
Ronald’s death was too terrible to contemplate.
Mrs. Severn remained to nurse her son-in-law; but after a time
his illness became too dangerous, and the doctors sent for two
trained nurses who could give the needful care to the sick man.
It was a close and terrible fight. Sir Ronald had naturally a strong
and magnificent constitution; it seemed as though he fought inch by
inch for his life. He was delirious, but it hardly seemed like the
ordinary delirium of fever; it was one long, incessant muttering, no
one could tell what, and just when the doctors were beginning to
despair and the nurses to grow weary of what seemed an almost
helpless task, Kenelm Eyrle came to the rescue. He took up his
abode at Aldenmere and devoted himself to Sir Ronald. His strength
and patience were both great; he was possessed of such intense
vitality himself, and such power of will, that he soon established a
marvelous influence over the patient.
For some days the contest seemed even—life and death were
equally balanced—Sir Ronald was weak as a feeble infant, but the
terrible brain fever was conquered, and the doctors gave a slight
hope of his recovery. Then it was that Kenelm’s help was invaluable;
his strong arm guided the feeble steps, his cheerful words roused
him, his strong will influenced him, and that Sir Ronald did recover,
after God, was owing to his friend.
When he was well enough to think of moving about, the doctors
strongly advised him to go away from the scene of the fatal tragedy.
“Take your friend to some cheerful place, Mr. Eyrle,” they said,
“where he can forget that his beautiful young wife was cruelly
murdered; whether he mentions the matter or not, it is now always in
his thoughts, his mind dwells on it constantly; take him anywhere
where it will cease to haunt him.”
Kenelm was quite willing.
“I must defer the great business of my life,” he said, “until Ronald
is himself again; then if the murderer be still on earth I will find him.
Thou hearest me, oh, my God—justice shall be done!”
Though outwardly he was cheerful and bright, seemingly
devoting all his energies to his friend, yet the one idea was fixed in
his mind as are the stars in heaven.
He had already spoken many times to Sergeant Hewson on the
subject, he had told him that he never intended to rest from his
labors until he found out who had done the deed.
“You will never rest, then, sir, while you live,” said the sergeant,
bluntly; “for I do not believe that it will ever be found out. I have had
to do with many queer cases in my life, but this, I am willing to own,
beats them all. I can see no light in it.”
“It will come to light sometime,” said Kenelm.
“Then it will be the work of God, Mr. Eyrle, and not of man,” was
the quiet rejoinder.
“What makes you despair about it?” asked Kenelm.
“There are features in this case different to any other. In most
crimes, especially of murder, there is a motive; I can see none in
this. There is revenge, greed, gain, robbery, baffled love, there is
always a ground for the crime.”
“There is none here?” interrupted Kenelm.
“No, sir, none; the poor lady was not robbed, therefore the motive
of greed, gain or dishonesty is not present. No one living gains
anything by her death, therefore no one could have any interest in
bringing it about. She is the only daughter of a mother who will never
get over her loss; the wife of a husband who is even now at death’s
door for her sake. Who could possibly desire her death? She never
appears to have made an enemy; her servants and dependents all
say of her that she was proud, but generous and lavish as a queen.”
“It is true,” said Kenelm Eyrle.
“I have known strange cases in my life,” continued Sergeant
Hewson, warming with his subject. “Strange and terrible. I have
known murder committed by ladies whom the world considers good
as they are fair——”
“Ladies!” interrupted Kenelm. “Ah! do not tell me that. Surely the
gentle hand of woman was never red in a crime so deep as that.”
Sergeant Hewson smiled as one who knows the secret of many
hearts.
“A woman, sir, when she is bad, is far worse than a man; when
they are good they are something akin to the angels; but there is no
woman in this case. I have looked far ahead. I am sure of it; there
was no rival with hot hate in her heart, no woman deceived and
abandoned for this lady’s sake, to have foul vengeance. I confess
myself baffled, for I can find no motive.”
Kenelm Eyrle looked perplexed.
“Nor, to tell you the truth, can I.”
“Do you think it possible that any tramp or beggar going through
the wood did it, and was disturbed before he had time to rob her?”
“No, I do not. However her death came to her, it was suddenly,
for she died, you know, with a smile on her lips. I have examined the
locality well, and in my opinion Lady Alden sat reading, never
thinking of coming harm, and the murderer stole up behind her and
did his deadly work before she ever knew that any one was near.
There was no horror of fright for her.”
“You heard what was said at the time of the inquest about the
weapon?”
“Yes; that is the clue. If ever the secret comes to light we shall
hear of that weapon again.”
“Then do you intend to give up the search?” asked Kenelm.
“I think so—if there was the least chance of success I should go
on with it—as it is, it is hopeless. I am simply living here in idleness,
taking Sir Ronald’s money and doing nothing for it. I have other and
more important work in hand.”
“Well,” said Mr. Eyrle, “if all the world gives it up I never shall.
What have you done toward it?”
“I have mastered every detail of the lady’s life. I know all her
friends. I have visited wherever she visited. I have exerted all the
capability and energy that I am possessed of, yet I have not
discovered one single circumstance that throws the least light on her
death.”
So Mr. Eyrle was forced to see the cleverest detective in England
leave the place without having been able to give the least
assistance.
 “I will unravel it,” he said; “even were the mystery twenty times as
great. I will fathom it. But first I will devote myself to Ronald.”
It was August when they left Aldenmere. Sir Ronald would not go
abroad.
“I could not bear the sound of voices or the sight of faces,” he
said, appealingly. “If I am to have change, let us go to some quiet
Scotch village, where no one has ever heard my ill-fated name. If
recovery be possible it must be away from all these inquiries and
constant annoyance of visitors.”
Mr. Eyrle understood the frame of mind that made his friend
shrink from all observation.
“I must manage by degrees,” he thought. “First of all, he shall
have solitude and isolation, then cheerful society until he is himself
again—all for your sake, my lost love, my dear, dead darling—all
because he is the man you loved, and to whom you gave your
loving, innocent heart.”
When Kenelm Eyrle left Aldenmere, at the bottom of his traveling
trunk there was a small box containing the white rose he had taken
from Lady Alden’s dead hand.
 CHAPTER VII.
THE RIVAL BEAUTIES.

The neighborhood of Leeholme was essentially an aristocratic

one; in fact, Leeholme calls itself a patrician country, and prides itself
on its freedom of all manufacturing towns. It is essentially devoted to
agriculture, and has rich pasture lands, fertile meadows and luxuriant
gardens.
The Aldens of Aldenmere were, perhaps, the oldest family of any.
Aldenmere was a magnificent estate; the grounds were more
extensive and beautiful than any other in the country. Nature had
done her utmost for them; art had not been neglected. The name
was derived from a large sheet of water formed by the river Lee—a
clear, broad, deep mere, always cool, shaded by large trees, with
water lilies lying on its bosom. The great beauty of the place was the
mere.
Holme Woods belonged to the estate; they bordered on the
pretty, picturesque village of Holme—the whole of which belonged to
the lords of Alden—quaint homesteads, fertile farms and broad
meadows, well-watered, surrounded the village. Not more than five
miles away was the stately and picturesque mansion of Mount
Severn, built on the summit of a green, sloping hill. Its late owner,
Charles Severn, Esq., had been one of the most eminent statesmen
who of late years had left a mark upon the times. He had served his
country well and faithfully; he had left a name honored by all who
knew it; he had done good in his generation, and when he died all
Europe lamented a truly great and famous man.
He had left only one daughter, Clarice Severn, afterward Lady
Alden, whose tragical death filled the whole country with gloom. His
widow, Mrs. Severn, had been a lady of great energy and activity;
but her life had been a very arduous one. She had shared in all her
husband’s political enterprises. She had shared his pains and his
joys. She had labored with her whole soul; and now that he was
dead she suffered from the reaction. Her only wish and desire was
for quiet and repose; the whole life of her life was centered on her
beautiful daughter.
Clarice Severn was but sixteen when her father died. His estate
was entailed, and at his widow’s death was to pass into possession
of his heir-at-law. But the gifted statesman had not neglected his only
child. He had saved a large fortune for her, and Clarice Severn was
known as a wealthy heiress.
She was also the belle and beauty par excellence of the country.
At all balls and fêtes she was queen. Her brilliant face, lighted by
smiles, her winning, haughty grace drawing all eyes, attracting all
attention. Wherever she was she reigned paramount. Other women,
even if more beautiful, paled into insignificance by her side.
She was very generous, giving with open, lavish hands. Proud in
so far as she had a very just appreciation of her own beauty, wealth
and importance. She was at times haughty to her equals, but to her
inferiors she was ever gentle and considerate, a quality which
afterward, when she came to reign at Aldenmere, made her beloved
and worshiped by all her servants.
She had faults, but the nature of the woman was essentially
noble. What those faults were and what they did for her will be seen
during the course of our story.
Mount Severn, even after the death of its accomplished master,
was a favorite place of resort. Mrs. Severn did not enjoy much of the
quiet she longed for. She would look at her daughter sometimes with
a smile, and say:
“It will always be the same until you are married, Clarice; then
people will visit you instead of me.”
So, little when she dreamed of the brilliant future awaiting that
beautiful and beloved child, did she dream of the tragedy that was to
cut that young life so terribly short.
 Leeholme Park was the family seat of the Earl of Lorriston, a
quiet, easy, happy, prosperous gentleman, who had never known a
trouble or shadow of care in his whole life.
“People talk of trouble,” he was accustomed to say; “but I really
think half of it is their own making; of course there must be sickness
and death, but the world is a bright place in spite of that.”
He was married to the woman he loved; he had a son to succeed
him; his estates were large; his fortune vast; he had a young
daughter, who made the sunshine and light of his home. What had
he to trouble him? He had never known any kind of want, privation,
care or trouble; he had never suffered pain or heartache. No wonder
he looked around on those nearest and dearest, on his elegant
home, his attached friends, and wondered with a smile how people
could think the world dull or life dreary. Yet on this kindly, simple,
happy man a terrible blow was to fall.
I do not know who could properly describe Lady Hermione
Lorriston, the real heroine of our story. It seems to me easier to paint
the golden dawn of a summer morning, the transparent beauty of a
dewdrop, to put to music the song of the wind or the carol of a bird,
or the deep, solemn anthem of the waves, as to describe a character
that was full of light and shade, tender as a loving woman, playful as
a child, spiritual, poetical, romantic, a perfect queen of the fairies,
whose soul was steeped in poetry as flowers are in dew.
By no means a perfect woman, though endowed with woman’s
sweetest virtues; she was inclined to be willful, with a delicious grace
that no one could resist. She liked to have her own way, and
generally managed it in the end. She delighted rather too much in
this will of her own. She owned to herself, with meek, pretty
contrition, that she was often inclined to be passionate, that she was
impatient of control, too much inclined to speak her mind with a
certain freedom that was not always prudent.
Yet the worst of Lady Hermione’s faults was that they compelled
you to love her, and even to love them, they were so full of charms.
When she was quite a little child Lord Lorriston was accustomed to
say that the prettiest sight in all the world was Hermione in a
passion.
She was completely spoiled by her father, but, fortunately, Lady
Lorriston was gifted with some degree of common sense, and
exerted a wholesome control over the pet of the household.
The earl’s son and heir, Clement Dane Lorriston, was at college,
and Lady Hermione, having no sister of her own, was warmly
attached to Clarice Severn.
There were several other families—the Thrings of Thurston, the
Gordons of Leyton, and, as may be imagined, with so many young
people, there was no inconsiderable amount of love-making and
marriage.
Sir Ronald Alden was, without exception, the most popular man
in the neighborhood. The late Lord of Aldenmere had never married;
to save himself all trouble he adopted his nephew, Ronald, and
brought him up as his heir; so that when his time came to reign he
was among those with whom he had lived all his life.
He was very handsome, this young lord of Alden. The Alden
faces were all very much the same; they had a certain weary, half-
contemptuous look; but when they softened with tenderness or
brightened with smiles, they were simply beautiful and irresistible.
They were of the high-bred, patrician type—the style of face that
has come down to us from the cavaliers and crusaders of old. The
only way in which Sir Ronald differed from his ancestors was that he
had a mouth like one of the old Greek gods—it would of itself have
made a woman almost divinely lovely—it made him irresistible. Very
seldom does one see anything like it in real life. A smile from it would
have melted the coldest heart—a harsh word have pierced the heart
of one who loved him.
He had something of the spirit that distinguished the crusaders;
he was brave even to recklessness—he never studied danger; he
was proud, stubborn, passionate. A family failing of the Aldens was a
sudden impulse of anger that often led them to words they repented
of.
 So that he was by no means perfect, this young lord of Alden; but
it is to be imagined that many people liked him all the better for that.