The Typology of Second Language Listening Constructs: A Systematic Review

Autor/inn/en	Aryadoust, Vahid; Luo, Lan
Titel	The Typology of Second Language Listening Constructs: A Systematic Review
Quelle	In: Language Testing, 40 (2023) 2, S.375-409 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aryadoust, Vahid) ORCID (Luo, Lan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322221126604
Schlagwörter	Test Format; Listening Comprehension Tests; Second Language Learning; Second Language Instruction; Cognitive Processes; Guidelines; Classification; Research Reports; Language Tests; Test Reliability; Listening Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Testentwicklung; Hörverstehensübung; Zweitsprachenerwerb; Fremdsprachenunterricht; Cognitive process; Kognitiver Prozess; Richtlinien; Classification system; Klassifikation; Klassifikationssystem; Research report; Forschungsbericht; Language test; Sprachtest; Testreliabilität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study reviewed conceptualizations and operationalizations of second language (L2) listening constructs. A total of 157 peer-reviewed papers published in 19 journals in applied linguistics were coded for (1) publication year, author, source title, location, language, and reliability and (2) listening subskills, cognitive processes, attributes, and listening functions potentially measured or investigated. Only 39 publications (24.84%) provided theoretical definitions for listening constructs, 38 of which were general or had a narrow construct coverage. Listening functions such as discriminative, empathetic, and analytical listening were largely unattended to in construct conceptualization in the studies. In addition, we identified 24 subskills, 27 cognitive processes, and 54 listening attributes (total = 105) operationalized in the studies. We developed a multilayered framework to categorize these features. The subskills and cognitive processes were categorized into five principal groups each (10 groups total), while the attributes were divided into three main groups. This multicomponential framework will be useful in construct delineation and operationalization in L2 listening assessment and teaching. Finally, limitations of the extant research and future directions for research and development in L2 listening assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01