Authenticated Spoken Texts for L2 Listening Tests

References

• Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
   Google Scholar
• Bachman, L., & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford University Press.
   Google Scholar
• Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press.
   Google Scholar
• Blau, E. (1991). More on comprehensible input: The effect of pauses and hesitation markers on listening comprehension. Paper presentation Puerto Rico TESOL, San Juan, Puerto Rico. (ED 340234).
   Google Scholar
• Brown, G. (1995). Speakers, listeners, and communication. Cambridge: Cambridge University Press.
   Google Scholar
• Brown, J. D., & Hilferty, A. (2006). The effectiveness of teaching reduced forms for listening comprehension. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp. 51–58). Honolulu, HI: University of Hawaii, National Foreign Language Resource Center.
   Google Scholar
• Brown, J. D., & Kondo-Brown, K. (2006a). Testing reduced forms. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp. 247–264). Honolulu, HI: University of Hawaii, National Foreign Language Resource Center.
   Google Scholar
• Brown, J. D., & Kondo-Brown, K. (2006b). Introducing connected speech. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp. 1–16). Honolulu, HI: University of Hawaii, National Foreign Language Resource Center.
   Google Scholar
• Brown, J. D. (2008). Effect size and eta squared. Shiken: JALT Testing & Evaluation SIG Newsletter, 12(2), 38–43.
   Google Scholar
• Brown, J. D. (Editor). (2012). New ways in teaching connected speech. Alexandria, VA: TESOL International Association.
   Google Scholar
• Brown, J. D., & Trace, J. (2018). Connected-speech dictations for testing listening. In G. Ockey & E. Wagner (Eds.), Assessing L2 listening: Moving towards authenticity (pp. 45–63). Amsterdam: John Benjamins.
   Google Scholar
• Brown, J. D., & Hilferty, A. (1986). Listening for reduced forms. TESOL Quarterly, 20(4), 759–763. doi:10.2307/3586525
   Web of Science ®Google Scholar
• Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
   Google Scholar
• Carney, N. (2018). Diagnosing L2 English Learners’ listening comprehension abilities with scripted and unscripted listening texts. [Unpublished doctoral dissertation]. Temple University Japan.
   Google Scholar
• Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide (2 ed.). Cambridge: Cambridge University Press.
   Google Scholar
• Chafe, W. (1982). Integration and involvement in speaking, writing and oral literature. In D. Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. pp. 35–53). Norwood, NJ: Ablex.
   Google Scholar
• Chafe, W. (1985). Linguistics differences produced by differences between speaking and writing. In D. Olson, D. Torrance, & A. Hildyard (Eds.), Literacy language and learning (pp. 105–123). Cambridge: Cambridge University Press.
   Google Scholar
• Chang, A. C. S. (2018). Speech rate in second language listening. In The TESOL encyclopedia of English language teaching (pp. 1–6). Oxford: Wiley-Blackwell.
   Google Scholar
• Cheng, L., & Fox, J. (2008). Towards a better understanding of academic acculturation: Second language students in Canadian universities. Canadian Modern Language Review, 65(2), 307–333. doi:10.3138/cmlr.65.2.307
   Web of Science ®Google Scholar
• Clark, M. (2014). The use of semi-scripted speech in a listening placement test for university students. Papers in Language Testing and Assessment, 3(2), 1–26.
   Google Scholar
• Collentine, J., & Freed, B. (2004). Learning context and its effects on second language acquisition. Studies in Second Language Acquisition, 26(2), 153–171. doi:10.1017/S0272263104262015
   Web of Science ®Google Scholar
• East, M., & King, C. (2012). L2 learners’ engagement with high stakes listening test: Does technology have a beneficial role to play? CALICO Journal, 29(2), 208–223. doi:10.11139/cj.29.2.208-223
   Google Scholar
• Field, J. (2013). Cognitive validity. In A. Geranpayeh & L. Taylor (Eds.), Examining listening: Research and practice in assessing second language listening (pp. 77–151). Cambridge: Cambridge University Press.
   Google Scholar
• Freedle, R., & Kostin, I. (1999). Does the text matter in a multiple-choice test of comprehension? The case for the construct validity of TOEFL’s minitalks. Language Testing, 16(1), 2–32. doi:10.1177/026553229901600102
   Google Scholar
• Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal, 58(4), 363–374. doi:10.1093/elt/58.4.363
   Google Scholar
• Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. doi:10.1017/S0261444807004144
   Google Scholar
• Gilmore, A. (2009). The times they are a-changin’: Strategies for exploiting authentic materials in the language classroom. In S. Rilling & M. Dantas-Whitney (Eds.), Authenticity in adult classrooms and beyond (pp. pp. 155–168). Alexandria, VA: TESOL.
   Google Scholar
• Gilmore, A. (2011). “I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials. Language Learning, 61(3), 786–819. doi:10.1111/j.1467-9922.2011.00634.x
   Web of Science ®Google Scholar
• Griffiths, R. (1991). The paradox of comprehensible input: Hesitation phenomena in L2 teacher talk. JALT Journal, 13(1), 23–41.
   Google Scholar
• Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385–391. doi:10.2307/3587015
   Web of Science ®Google Scholar
• Ito, Y. (2001). Effect of reduced forms on ESL learners’ input-intake process. Second Language Studies, 20, 99–124.
   Google Scholar
• Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Learner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–31). Amsterdam: John Benjamins.
   Google Scholar
• Kelch, K. (1985). Modified input as an aid to comprehension. Studies in Second Language Acquisition, 7(1), 81–89. doi:10.1017/S0272263100005179
   Google Scholar
• Laan, G. P. (1997). The contribution of intonation, segmental durations, and spectral features to the perception of a spontaneous and a read speaking style. Speech Communication, 22(1), 43–65. doi:10.1016/S0167-6393(97)00012-5
   Web of Science ®Google Scholar
• Lam, Y. K. (2002). Raising students’ awareness of the features of real-world listening input. In J. Richards & W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. pp. 248–253). Cambridge: Cambridge University Press.
   Google Scholar
• Liao, Y.-F., Wagner, E., & Wagner, S. (2018). Test-takers’ attitudes and beliefs about the spoken texts used in EFL listening tests. English Teaching & Learning, 42(2), 227-246. http://dx.doi.org/10.1007/s42321-018-0013-5
   Google Scholar
• LTTC (n.d.a). About GEPT. Retrieved from https://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT.htm
   Google Scholar
• Lynch, T. (2008). Teaching second language listening. Oxford: Oxford University Press.
   Google Scholar
• Matsuzawa, T. (2006). Comprehension of English reduced forms by Japanese business people and the effectiveness of instruction. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp. 59–66). Honolulu, HI: University of Hawaii, National Foreign Language Resource Center.
   Google Scholar
• McBride, K. (2011). The effect of rate of speech and distributed practice on the development of listening comprehension. Computer Assisted Language Learning, 24(2), 131–154. doi:10.1080/09588221.2010.528777
   Web of Science ®Google Scholar
• McCarthy, M., & Carter, R. (2001). Ten criteria for a spoken grammar. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 51–75). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• McCarthy, M. (2010). Spoken fluency revisited. English Profile Journal, 1(1), 1–15. doi:10.1017/S2041536210000012
   Google Scholar
• McCarthy, M., & Carter, R. (1995). Spoken grammar: What is it and how can we teach it? ELT Journal, 49(3), 207–218. doi:10.1093/elt/49.3.207
   Google Scholar
• Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). New York: American Council on Education and Macmillan.
   Google Scholar
• Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 242–256. doi:10.1177/026553229601300302
   Google Scholar
• Norouzian, R., & Plonsky, L. (2018). Eta- and partial eta-squared in L2 research: A cautionary review and guide to more appropriate usage. Second Language Research, 34(2), 257–271. doi:10.1177/0267658316684904
   Web of Science ®Google Scholar
• Ockey, G., & Wagner, E. (2018). Assessing L2 listening: Moving towards authenticity. John Benjamins. doi:10.1075/lllt
   Google Scholar
• Pomerantz, A., & Heritage, J. (2013). Preference. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 210–228). Malden, MA: Wiley Blackwell.
   Google Scholar
• Ranta, L., & Meckelborg, A. (2013). How much exposure to English do international graduate students really get? Measuring language use in a naturalistic setting. Canadian Modern Language Review, 69(1), 1–33. doi:10.3138/cmlr.987
   Web of Science ®Google Scholar
• Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1(2), 105–119. doi:10.1016/S1475-1585(02)00018-8
   Google Scholar
• Segalowitz, N., & Freed, B. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 172–199. doi:10.1017/S0272263104262027
   Web of Science ®Google Scholar
• Tauroza, S., & Allison, D. (1990). Speech rates in British English. Applied Linguistics, 11(1), 90–105. doi:10.1093/applin/11.1.90
   Web of Science ®Google Scholar
• Ur, P. (1987). Teaching listening comprehension. Cambridge: Cambridge University Press.
   Google Scholar
• Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. doi:10.1017/S0261444807004338
   Google Scholar
• Voss, B. (1979). Hesitation phenomena as sources of perceptual errors for non-native speakers. Language and Speech, 22(2), 129–144. doi:10.1177/002383097902200203
   PubMedGoogle Scholar
• Wagner, E. (2014a). Assessing listening. In A. Kunnan (Ed.), Companion to language assessment (Volume 1, pp. 47–63). Wiley-Blackwell. doi:10.1002/9781118411360
   Google Scholar
• Wagner, E. (2014b). Using unscripted spoken texts to prepare L2 learners for real world listening. TESOL Journal, 5(2), 288–311. https://doi.org/10.1002/tesj.120 doi:10.1002/tesj.2014.5.issue-2
   Google Scholar
• Wagner, E. (2016). Authentic texts in the assessment of L2 listening ability. In J. Banarjee & D. Tsagari (Eds.), Contemporary second language assessment. Continuum
   Google Scholar
• Wagner, E. (2018). A comparison of L2 listening performance on tests with scripted or authenticated spoken texts. In G. Ockey & E. Wagner (Eds.), Assessing L2 listening: Moving towards authenticity (pp. 29–43). John Benjamins.
   Google Scholar
• Wagner, E., & Toth, P. (2014). Teaching and Testing L2 Spanish Listening Using Scripted vs. Unscripted Texts. Foreign Language Annals, 47(3), 404–422. https://doi.org/10.1111/flan.12091 3 doi:10.1111/flan.v47.3
   Web of Science ®Google Scholar
• Wagner, E., & Toth, P. (2017). The role of pronunciation in the assessment of L2 listening ability. In T. Isaacs & P. Trofimovich (Eds.), Interfaces in second language pronunciation assessment: Interdisciplinary perspectives (pp. 72–92). Multilingual Matters.
   Google Scholar
• Wagner, E., & Wagner, S. (2016). Scripted and unscripted spoken texts used in listening tasks on high stakes tests in China, Japan, and Taiwan. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policies, analyses, and diagnoses. Cambridge Scholars Publishing.
   Google Scholar
• Wagner, S., Wagner, E., & Liao, Y.-F. (2017, July 20). Examining the spoken texts in L2 listening tests using a conversation analytic approach. Paper presented at the International Pragmatics Research Association (IPRA), Belfast, UK.
   Google Scholar
• Wagner, S., Wagner, E., & Liao, Y.-F. (in preparation). A conversation analytic examination of the spoken texts used in a high-stakes L2 listening test.
   Google Scholar
• Wu, J. (2012). GEPT and English language teaching and testing in Taiwan. Language Assessment Quarterly, 9(1), 11–25. doi:10.1080/15434303.2011.553251
   Web of Science ®Google Scholar