Exploring task difficulty in ESL listening assessment

By G. Brindley, Helen Slatyer. 2002

143 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/74d27471d0c9ec2e4a3f09422f5055bcc54e5ce9

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Citations in the corpus

The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “Researchers have also found effects on listening task difficulty of task response aspects such as the format (Brindley & Slayter, 2002; In'nami & Koizumi, 2009) and length of response (Buck & Tatsuoka, 1998; Jensen, Hansen, Green, & Akey, 1997).”
Can We Predict Task Difficulty in an Oral Proficiency Test? Exploring the Potential of an Information‐Processing Approach to Task Design (2001, background): “More recently, Slatyer et al. (2000) have examined the role played by certain key variables in the assessment of listening tasks and found that there is a complex interaction between the text and other components of the task and that these in turn interact with the attributes of individual…”
The Rasch wars: The emergence of Rasch measurement in language testing (2012, methodology): “Brindley and Slatyer (2002) carried out a study using Rasch analysis of factors affecting task difficulty in listening assessments.”
Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners (2008, background): “The SLA concepts examined in these studies were learner–learner interactions (Adams, 2005), task difficulty in listening assessment (Brindley & Slatyer, 2002), oral output (Izumi & Izumi, 2004), the effect on oral proficiency of multimedia as an instructional tool (Lee, 2000), and corrective…”
Task-Based Language Learning (2011, background): “…as a way of setting achievement targets and assessing the desired outcomes of a program of instruction, as in the case of the Australian Adult Migrant Language Program (AMEP; see Brindley & Slatyer, 2002) or the Common European Framework of Reference for Languages (Council of Europe, 2001).”
Recent developments in second and foreign language listening comprehension research (2007, background): “Brindley & Slayter (2002) found that the complex interactions among the different components of a task make it difficult to identify the difficulty level of an item.”
Video Listening Tests: What Are They Measuring? (2008, background): “Brindley and Slatyer (2002) stated that “continued research using introspective methods will be required to uncover the complex cognitive skills that underlie item responses and to determine how these are mobilized in particular listening tasks” (p.”
TEXT CHARACTERISTICS OF TASK INPUT AND DIFFICULTY IN SECOND LANGUAGE LISTENING COMPREHENSION (2013, background): “Brindley and Slatyer ( 2002 ) examined the effects of several task-related factors on the diffi culty of listening test items.”