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The Resource Testing Lecture Comprehension Through Listening-To-summarize Cloze Tasks : The Trio of Task Demands, Cognitive Processes and Language Competence

Testing Lecture Comprehension Through Listening-To-summarize Cloze Tasks : The Trio of Task Demands, Cognitive Processes and Language Competence

Label
Testing Lecture Comprehension Through Listening-To-summarize Cloze Tasks : The Trio of Task Demands, Cognitive Processes and Language Competence
Title
Testing Lecture Comprehension Through Listening-To-summarize Cloze Tasks
Title remainder
The Trio of Task Demands, Cognitive Processes and Language Competence
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Subject
Language
eng
Cataloging source
MiAaPQ
Literary form
non fiction
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dictionaries
Testing Lecture Comprehension Through Listening-To-summarize Cloze Tasks : The Trio of Task Demands, Cognitive Processes and Language Competence
Label
Testing Lecture Comprehension Through Listening-To-summarize Cloze Tasks : The Trio of Task Demands, Cognitive Processes and Language Competence
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http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=5024572
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Contents -- Abbreviations -- List of Figures -- 1 Introduction -- 1.1 Background -- 1.2 Limited Research in Listening Comprehension -- 1.3 New Challenges in Academic Listening Research -- 1.4 Gaps Between Requirement and Reality -- 1.5 Aims and Scope of the Empirical Research Reported in This Volume -- 2 The Theory of Academic Lecture Comprehension -- 2.1 Introduction -- 2.2 The Nature of Academic Lecture Comprehension -- 2.3 Discourse Structure of Academic Lectures -- 2.4 Macro Structure of Academic Lectures -- 2.5 Discourse Signaling Cues of Academic Lectures -- 2.6 Construction of Discourse Structure -- 2.7 Note-Taking of Academic Lectures -- 2.8 Importance of Investigating Lecture Comprehension Construct -- 2.9 Conclusion -- 3 Approaches to Assessment of Lecture Comprehension -- 3.1 Introduction -- 3.2 The Competence-Based Construct -- 3.2.1 The Sub-skill Approach -- 3.2.2 The Strategy Approach -- 3.2.3 The Cognitive Approach -- 3.2.3.1 Bottom-up and Top-Down Processes -- 3.2.3.2 Field's Listening Model -- 3.2.3.3 Cognitive Demands of Lecture Comprehension -- 3.2.3.4 Higher Levels of Cognitive Processes -- 3.2.3.5 Bridging Result-Oriented and Process-Oriented Approaches -- 3.3 Task-Based Construct -- 3.4 Approaches to Assessment of Lecture Comprehension -- 3.5 Conclusion -- 4 Task Characteristics of TEM 8 Mini-Lecture Comprehension -- 4.1 Introduction -- 4.2 Task Characteristics of TEM 8 Mini-Lecture Comprehension -- 4.3 The Test Format of TEM 8 Mini-Lecture Comprehension -- 4.4 A Proposed Construct Framework for Lecture Comprehension -- 4.5 Conclusion -- 5 Exploring Task Demands of TEM 8 Mini-Lecture Comprehension -- 5.1 Introduction -- 5.2 Participants in the Quantitative Part of the Research -- 5.3 Design of Questionnaire -- 5.4 Questionnaire Collection -- 5.5 Results of Questionnaire Survey -- 5.5.1 Descriptive Statistics
  • 5.5.1.1 Teachers -- 5.5.1.2 Students -- 5.5.2 Exploratory Factor Analysis -- 5.5.2.1 Sample Size for Factor Analysis -- 5.5.2.2 Teachers -- 5.5.2.3 Rotated Component (Factor) Matrix of Teachers' Questionnaire Data -- 5.5.2.4 Students -- 5.5.2.5 Rotated Component (Factor) Matrix of Students' Questionnaire Data -- 5.5.3 Similarities and Differences Between Teachers' and Students' Perception -- 5.6 Discussion on Task Demands -- 5.6.1 Main Factors Representative of Task Demands -- 5.6.1.1 Teachers' Perspective -- 5.6.1.2 Students' Perspective -- 5.7 Conclusion -- 6 Employing the Think-Alound Method to Explore Listeners' Test-Taking Cognitive Processes -- 6.1 Introduction -- 6.2 Participants in the Qualitative Part of the Research -- 6.2.1 Participant Selection -- 6.2.2 Rationale of Grouping -- 6.2.3 Participants' Background Information -- 6.2.4 Research Instruments -- 6.2.4.1 Readability of the Scripts of the Two Tasks (2010 and 2013) in the Research Version -- 6.2.4.2 Scoring Criteria of TEM 8 Mini-Lecture and Gap-Filling Tasks -- 6.3 Qualitative Data Collection -- 6.3.1 Pilot Study of the Qualitative Part of the Research -- 6.4 Data Collection Procedure of the Qualitative Part of the Research -- 6.5 Transcription of TAPs, Retelling Protocols and Interviews -- 6.5.1 Segmentation -- 6.5.2 Coding Scheme -- 6.5.3 Coding Schemes of the Three Phases -- 6.6 Results of the Test-Taking TAPs -- 6.6.1 An Overview of Test-Takers' Test-Taking Cognitive Processes -- 6.6.2 The Test-Taking Cognitive Operation Model -- 6.6.3 Interaction Between the Task and Cognitive Processes -- 6.7 Discussion on the Interaction Between Task Targets and Cognitive Processes -- 6.7.1 Levels of Cognitive Processes -- 6.8 Conclusion -- 7 Using Retelling Protocols to Explore Listeners' Mental Representation of the Two Mini-Lectures -- 7.1 Introduction
  • 7.2 Participants' Overall Retelling Protocols in Phase 2 -- 7.3 Consistency Between Phase 1 and Phase 2 -- 7.4 Comparison Between a High-Achiever and a Low-Achiever -- 7.4.1 Source: 2013 TEM 8 Mini-Lecture (See Appendix 7 for the Script) -- 7.4.2 The First Characteristic of Being an Active Learner -- 7.4.3 The Second Characteristic of Being an Active Learner -- 7.4.4 The Third Characteristic of Being an Active Learner -- 7.4.5 The Fourth Characteristic of Being an Active Learner -- 7.4.6 The Fifth Characteristic of Being an Active Learner -- 7.4.7 The Sixth Characteristic of Being an Active Learner -- 7.4.8 Conclusion of the Mini-lecture -- 7.4.9 The Two Participants' Responses to the Researcher's Questions Concerning the Vague Part of the Discourse -- 7.5 Interview Data -- 7.5.1 Task Type -- 7.5.2 Note-Taking -- 7.5.3 Key Words/Selective Information -- 7.5.4 Summary/Inferences -- 7.5.5 Working Memory -- 7.6 Conclusion -- 8 Linking Task Demands, Cognitive Processes and Language Competence -- 8.1 Introduction -- 8.2 Research Questions Revisited -- 8.2.1 Research Question 1: Task Demands -- 8.2.2 Research Question 2: Cognitive Processes and Task Targets -- 8.3 Linking Task Targets, Task Demands and Cognitive Processes -- 8.3.1 Key-Point Gaps -- 8.3.2 Details Gaps -- 8.3.3 Inference Gaps -- 8.3.4 Summary Gaps -- 8.4 Triangulation of Task Demands and Cognitive Processes -- 8.4.1 Decoding -- 8.4.2 Discourse Construction -- 8.4.3 Note-Taking -- 8.5 Localized Lecture Comprehension Construct Model -- 8.5.1 Features of the Localized LCC Model -- 8.5.2 Further Elaboration on the Localized LCC Model -- 8.5.2.1 Decoding and Selective Attention -- 8.5.2.2 Meaning and Discourse Construction -- 8.5.2.3 Monitoring Process -- 8.5.2.4 Test-Wiseness Strategies -- 8.6 Test-Takers' Cognitive Behavior in Phase 1 and Phase 2 Across Their Different Competence Levels
  • 8.6.1 Argument 1 -- 8.6.2 Argument 2 -- 8.6.3 Argument 3 -- 8.6.4 Argument 4 -- 8.6.5 Argument 5 -- 8.6.6 Argument 6 -- 8.6.7 Argument 7 -- 8.7 Other Aspects -- 8.7.1 Retelling as a Measure to Assess Academic Lecture Comprehension -- 8.7.2 Parsing Complicated Sentences -- 8.7.3 Schema -- 8.7.4 Working Memory -- 8.8 Conclusion -- 9 Conclusion and Recommendations -- 9.1 Introduction -- 9.2 Verified LCC Framework -- 9.3 Answers to Research Questions -- 9.3.1 Research Question 1 -- 9.3.2 Research Question 2 -- 9.4 Implications for Assessing Academic Lecture Comprehension -- 9.5 Integration of Task Types -- 9.6 Recommendations for Pedagogy -- 9.6.1 Selective Attention -- 9.6.2 Meaning Construction -- 9.6.3 Discourse Structure Construction -- 9.6.4 Paraphrase -- 9.7 Future Directions -- 9.8 Conclusion -- Appendix 1: Questionnaire on Teachers' Perceptions of TEM 8 Mini-Lecture and Gap-Filling Task -- Appendix 2: Questionnaire on Students' Perceptions of TEM 8 Mini-Lecture and Gap-Filling Task -- Appendix 3: Background Questionnaire Before TAP Collection and TAP Instruction -- Appendix 4: TEM 8 Mini-Lecture and Gap-Filling Task (2010) -- Section a Mini-Lecture -- Appendix 5: TEM 8 Mini-Lecture and Gap-Filling Task (2013) -- Section A Mini-Lecture -- Appendix 6: Script of TEM 8 Mini-Lecture and Gap-Filling Task (2010) -- Section a Mini-Lecture -- Appendix 7: Script of TEM 8 Mini-Lecture and Gap-Filling Task (2013) -- Section a Mini-Lecture -- Appendix 8: Semi-structured Interview After Thinking Aloud and Retelling -- Appendix 9: Screenshots of Phase 1 TAP Coding via Nvivo10.0 -- Appendix 10: Screenshots of Phase 2 Retelling Coding via Nvivo10.0 -- Appendix 11: Screenshots of Phase 3 Interview Coding via Nvivo10.0 -- References
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{'f': 'http://opac.lib.rpi.edu/record=b4389024'}
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1 online resource (208 pages)
Form of item
online
Isbn
9789811062025
Media category
computer
Media MARC source
rdamedia
Media type code
c
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unknown sound
Specific material designation
remote

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