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Presented by Group 6


1. Đinh Thị Hương Liên

2. Huyên Thị Thanh Châu
3. Nguyễn Thị Thanh Xuân
4. Huỳnh Thanh Thủy Tiên
5. Hoàng Đình Thế
6. Nguyễn Thị Ngọc Loan

I. General

II. Phoneme discrimination tests (Ms. Lien & Ms. Chau)

III. Tests of stress and intonation (Ms. Chau)

IV. Statements and dialogues (Ms. Loan)

V. Testing comprehension through visual materials (Mr.

Dinh The & Ms. Tien)

VI. Understanding talks and lectures (Ms. Xuan)

I. General
Đinh Thị Hương
The testing of listening skill
The awareness of the ways in which the
spoken language differs from the written
Eye movements



Significance for
testing purposes?
- Phoneme discrimination Contextual clues

- Impromptu speech
> carefully prepared (written) material
- High quality of tape recorder & satisfactory acoustics…

Phoneme discrimination Sub-types…

Stress & intonation

Auditory tests

Listening comprehension Sub-types…

II. Phoneme discrimination tests
Đinh Thị Hương

Type 1: Through pictures

Type 2: Through sentences

Type 3: Recognition
Đinh Thị Hương
Type 1: Through pictures

One picture & 4 pictures & one

3 (4) words spoken word spoken twice

D 1.___

1. A. pin B. peel C. pail D. pine

2. ____
2. A. oil B. boil C. coin D. toy

3. ____

3. A. fat B. feet C. fill D. feel


1. peel - peel


2. toy - toy
Đinh Thị Hương
Type 2: Through sentences
Which sentences are the same? and which is different?

1.A,C 2. B,C 3. A,B 1. B 2. A 3. C

1. A. You shouldn’t be able to feel it.

B. You shouldn’t be able to fill it.
C. You shouldn’t be able to feel it.

2. A. I can see the coast.

B. I can see the coast.
C. I can see the ghost.

3. A. I’ve lost my earring.

B. I’ve lost my hearing.
C. I’ve lost my hearing.
Additional versions or formats!

The testees listen to one word and circle

the one they hear.
a. suck - sock
b. but - bought
c. sit - seat
d. Is that my ( pen /pan)?
Listen to a pair of words or sentences & indicate
whether they are the same or different.
suck – sock 1. SAME - DIFFERENT
bought – bought 2. SAME - DIFFERENT
seat – seat 3. SAME - DIFFERENT
hut – hurt 4. SAME - DIFFERENT
Is that my pen?
Is that my pan? 5. SAME - DIFFERENT
Huyeân Thò Thanh
Type 3: Recognition

test testees’ The Test the

discrimination proficiency in discrimination
of different
of the grammar
sounds and the
phonemes and structure will knowledge of
spelling ability favor the vocabulary as
of a language. testee. well.
Type 3: Recognition

Type 3a

• In each of these items one word is given on

the tape.
• 3 or 4 words are printed in the answer test
• The testees choose the word they hear.
Type 3: Recognition
Type 3a Example
Spoken Written
1. There A: that B: there
/ƌ/ C: mother D: brother
2. Tool A: blue B: June
/ u: / C: moon D: tool
A: that B: there
C: mother D: brother
A: blue B: June
C: moon D: tool
Type 3: Recognition

Type 3b

 Similar to type 3a: One word is spoken by the

Different point: the words spoken by the
tester occur in sentences.
The 4 options may then be either written
or spoken.
Type 3: Recognition

Type 3b
 Examples:
1. Spoken: I can play the guitar.
Spoken or written:
A. pray B. pay C. paint D. play
 sound / ei /
2. spoken: Did John manage to catch the train.
Written or spoken:
A. drain B. chain C. lane D. train
 sound / ein /
Type 3: Recognition

Type 3c

Similar to type 3a: One word is spoken

by the tester.
Different point: testees have to make
the correct choice among 4 definitions.
Type 3: Recognition

Type 3c Example
1. spoken: compare - compare
A. To examine similarities and difference
B. To strive against a rival
C. To provide with something needed; to fit
D. To make happy
2. spoken: arrangement - arrangement
A. Not false
B. A position or site
C. A plan
D. Made a picture or diagram on paper
II. Phoneme discrimination tests


Words -> 2times spoken

Same stress

Short simple

Same pitch patterns

III. Tests of stress and intonation
Huyeân Thò Thanh
Type 1
test the ability to recognize word stress or
sentence stress.

show the main stress by

indicate the syllable
Testee putting a cross in the
which carries the
brackets under the
main stress.
stress appropriate syllable.
III. Tests of stress and intonation
Type 1
1. Spoken: I can play the guitar.
Written: I can play the guitar.
(1) (2) (3) (4) (5)
This test
 Answer: I can play the guitar.
()() (X) () ( ) lacks
2. Spoken: I can’t play the piano. and is
Written: I can’t play the piano.
( )I can’t
( ) play
( ) the
( ) piano.
 Answer:
()(X) () () ()
III. Tests of stress and intonation
Type 2

 The examiner makes an utterance.

 The testees base on different
tone- patterns to select the
appropriate description to indicate
whether they have understood the
original utterance.
 Utterance: a plain statement, a
question, sarcasm, surprise,
annoyance, etc.
 The utterance is spoken once
III. Tests of stress and intonation
Type 2
Spoken Written
1. How do I get to the park? This is probably:
a. a command
b. a question
Answer: b. c. a straightforward statement

2. Why don’t you take a The speaker:

seat? a.make a request
b.ask the listener to take a
Answer: a. chair
c.make a question
III. Tests of stress and intonation


 This type of test is sometimes difficult to

 It is often hard to avoid ambiguity, because the
context must be neutral, .
 There is also a danger of inventing odd
interpretations or of concentrating on the rarer
meanings: sarcasm, irony, incredulity.
IV. Statements and dialogues
Nguyeãn Thò Ngoïc


Type 1

Type 2

Some arguments
Type 1

Spoken: I wish you’d done it when I told you.
A. I told you and you did it then.
B. I didn’t tell you but you did it then.
C. I told you but you didn’t do it then.
D. I didn’t tell you but you didn’t do it then.
Type 2

Spoken: Why are you going home?

A. At six o’clock.
B. Yes, I am.
C. To help my mother.
D. By bus.
Some arguments
The primary purpose of a
listening comprehension
items should be to test
comprehension alone and
not the ability to select an
appropriate reply to a

Each statement or question

which provides the stimulus
in this type of item usually
takes the form of an isolated
item presented out of context
and occurring with other
unrelated items
V. Testing Comprehension Through Visual Materials
Hoàng Đình Thế & Huỳnh Thanh Thủy Tiên

- Most of the item types are appropriate for the elementary

stages of learning English.
- Pictures, maps, and diagrams can be used effectively.
- Make the testee’s performance less dependent on other
V. Testing Comprehension Through Visual Materials

There are 9 item types in this section.

Hoàng Đình Thế: Type 1  type 5

Huỳnh Thanh Thủy Tiên:Type 6  type 9

Type 1

1. There are three boys and three girls in the pictures.
2. Among the students there are two wearing glasses.
3. Two girls are wearing schoolbags.
4. Two boys are not wearing ties.
5. All girls have long hair and wear dresses.
True or False

1 2 3 4 5
Type 2

1. Both car doors are open.
2. It’s daylight but both headlamps are on.
3. The man who’s repairing the car is lying underneath it.
4. Although the girl sees the man working hard, she doesn’t help him.
Type 2

The testees are able to narrow down the pictures as:

1. B-C-D-E (Only A shows one door open.)
2. B-D-E (Only C shows the headlamps off.)
3. B-D (Only E shows the man standing up.)
4. D (Only B shows the girl helping the man.)
Type 3

1. The car is going to crash a tree.
2. Danny can’t run as fast as Claire.
3. Tom wishes his sister could play tennis with him.
4. The switch is so high that Katie can’t reach.
 Simple diagrams (consisting of lines, squares,
rectangles, triangles, circles) can be drawn to function as

 To test grammatical features such as comparison,

prepositions and determiners.
Type 4


Spoken: Answers
1. A: Look! What is that inside the square? 1……
B: It’s a white circle
2. A: Is that a red circle? 2……
B: Whereabouts?
A: Above the square. 3……
B: Yes, it is. It’s a red circle above the square.
A complex structure can be tested with simple diagrams

Spoken: If the thick line had been only a millimetre longer, it

would have been the longest of the three lines.

- Require the test writer to be too “clever” to set the test items.

- Test student’s intelligence rather than language acquisition.

Type 5: To assess testee’s ability to understand simple instructions.

Spoken: You come out of school into central road and walk in the direction of
Green Lane. However, you take the left turning just before you reach Green Lane.
At the end of the street you turn right and continue until you come to the second
turning right. You cross this road and you will see on your right………
( Which building will you see?)
The listening comprehension test can be used in the form of a dialogue.

Ex: - an actual robbery and a police chase

- a tourist and local people

The listener is given a greater sense of realism and an added interest

in the dialogue
Type Huỳnh Thanh Thủy Tiên

-This kind of testing is for simple listening comprehension.

-The following kind of item may be useful in the testing of
the listening ability of students of mathematics.
Type 6 – Example
Type 7:

-In this test type, there is an incomplete picture.

-Testees are required to add to it pieces of visual
information according to certain oral instructions.
Type 7 – Example
The testees look at the picture

The testees hear

1.Draw a table and two chairs in front of the café.
2.Draw two traffic lights on the opposite side of the road…
Type 7 - Example
The testees look at the picture

The testees hear

1.Mrs. Peanut is sitting on a chair opposite Mr. Peanut. PUT HER
2. The door is behind Mrs. Peanut’s back. PUT IT IN.
3. Mr. Peanut can see Mrs. Peanut but he can’t see Charlie
because Charlie’s standing behind him. PUT HIM IN… (etc.)
The test was put into a short narrative

One day, Mr. and Mrs. Peanut were sitting down to have a
meal when something strange happened. Mr. Peanut had
his back to the door and Mrs. Peanut was sitting opposite
him Draw them in your picture. (Pause) Their small pet dog
was asleep under the table halfway between them – a little
nearer Mr. Peanut than Mrs. Peanut. Draw the pet dog.
(Pause) Suddenly, the door was flung open and a young
man rushed into the room and stood behind Mr. Peanut,
holding a long knife. Can you draw him? (Pause) (etc.)

More interesting
Type 7 - Notes

 Should keep drawing simple

 Should try out this kind of activities before

giving it as a test to avoid problems

 Should build up an interesting story instead

of limiting the comprehension test to
instructions in single sentences

This test type is used to test the ability of testees to

identify and classify information which they have
Type 8 –
Listen to a talk a bout drawing made by chimpanzees and children
Type 9:

This test type includes simple paper-folding and

drawing to measure the ability to understand
Type 9 – Example

1. Put the colored side of the paper face down on the

2. Then fold along the diagonal to give a triangle.
3. Next fold the triangle in half to make a smaller
4. Then fold one corner upwards to make the first
butterfly wings.
5. Then fold the second wing upwards.
6. Now open the butterfly out, and it’s done.
7. Decorate your butterfly to look like a real one.
Type 9 - Notes

Useful for ordinary classroom purposes

Difficult to administer in public examination

Test reliability may be greatly affected because of


Tendency for tests to become tests of intelligence

rather than of language proficiency. (understand
message not interpret).
VI. Understanding talks and lectures
Nguyen Thi Thanh Xuan

→ For intermediate and advanced level

4 types

Listening for Blank Listening True/ False

gist/ main completion for details items
Understanding talks and lectures

Type 1: Listening for gist

Question: What shouldn’t we do when we live in an
earthquake areas.
A. Check the mirror in the bedroom and bathroom.
B. Put the bed next to the window.
C. Place heavy books on the bottom shelves of the
D. Block the rollers on the fridge and washing machine.

Danger: Testees could sometimes successfully

complete by guessing through their knowledge about the
Type 2: Blank completion
Combine listening comprehension with reading comprehension

Ex: Listen to the short talk, then read the summary and then
complete the blanks.
In future (1)…. will do many jobs, particularly those which
are (2)… by nature. It is generally doubted if they could do (3)
…work and in the home they would probably not do things like
(4)…. Robots will do nothing more (5)… than they have been
(6) … to do by human beings……
Danger: testees could successfully complete the blank
with their little understanding because the omitted words
should be essential to the meaning of the whole talk.
Type 3: Listening for details
Ex: Listen to the talk and complete each sentence with the
best answer.

This talk is about Ex: …C…..

A: writers of children’s book.
B: children’s reading.
C: Charles Edward Blackwell.
D: Leeds University.

Some considerations in type 3:

- Give the testees some guidance for note-taking.
- Let them take notes during the talk.
Ways to carry out type 3 test.

• Receive note paper/ draft

• Take note while listening
• Receive question paper
(multiple choice items are recommended )

3 ways • Receive question paper & have a few minutes to glance

• Hear the lecture and work through the questions
(true/false items are recommended)

• Listen to the lecture & then receive the question paper

• Read it through & then listen to the lecture given a
second time
How to construct these tests
The test writer/ tester

Should: Should not:

• Introduce spontaneous
- Keep to the normal delivery rate. elements (hesitation,
- Restate important points and ungrammatical sentences…).
shorten the complex sentences. • Test memorization of
- Increase the length of pauses unimportant or irrelevant
at the end of meaningful units. points.
- Completing a summary of a talk, • Set questions involving
words omitted should be essential the memorization of
to the meaning of the whole talk. individual words.
Type 4: True/ False items
Ex: Listen and tick in correct column
True False No information

They had a problem

taking off because they
were carrying so much

They started on June 15th ,
1919. 
It was foggy when they
took off.

• Test ability to be aware of important info not given in a talk

• Reduce the effect of guessing
1. Carefully choosing type of tests suiting your
purposes, students’ level.
2. Matching the language use tasks with the
language test tasks.
3. Setting clear instructions with examples.
4. Formatting the test clearly enough.
5. Thoroughly checking: quality of tape recorders,
place where the acoustics are satisfactory,
number of students, seat arrangements, the
volume, noise,…
Phoneme discrimination tests.

5 main types of Tests of stress and intonation.

comprehension Statements and dialogues.
Testing comprehension through visual

Understanding talks and lectures