Prelims Examination: Teaching Of Listening
This timed 30-item test deals with the TEACHING OF LISTENING. Test takers must complete and passed the test before they can submit their digital certificate to University Learning Management site (e-learning). PRINT SCREEN THE WHOLE PAGE INDICATING THE DETAILS OF YOUR TEST RESULT SCORE AND PERCENTAGE. Paste it in an MS Word File and then submit as an. Docx file. Only digital certificates with a rating of 95% and above are valid for recording.
Good luck!
Questions and Answers
- 1.
Jack Richards explained this view of listening based on the assumption that the main function of listening in second language learning is to facilitate understanding of spoken discourse.
- A.
Listening as Comprehension
- B.
Listening as Acquisition
Correct Answer
A. Listening as ComprehensionExplanation
The explanation for the given correct answer, "Listening as Comprehension," is that Jack Richards believes that the primary purpose of listening in second language learning is to aid in the comprehension of spoken language. This suggests that the focus of listening should be on understanding the meaning and message of the discourse rather than solely on acquiring new language forms or structures. Richards emphasizes the importance of comprehending spoken language in order to effectively communicate and participate in conversations.Rate this question:
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- 2.
Jack Richards argued that we won’t learn anything from input we hear and understand unless we notice something about the input. What perspective of listening is described?
- A.
Listening as Comprehension
- B.
Listening as Acquisition
Correct Answer
B. Listening as AcquisitionExplanation
The perspective of listening described in the given answer is "Listening as Acquisition". This perspective suggests that simply hearing and understanding input is not enough for learning to occur. Instead, learning takes place when we actively notice and pay attention to something in the input. This implies that comprehension alone is not sufficient for learning; it is the process of acquiring new knowledge or understanding through active engagement with the input that leads to learning.Rate this question:
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- 3.
This listening process refers to using the incoming input as the basis for understanding the message. Comprehension begins with the received data that is analyzed as successive levels of organization – sounds, words, clauses, sentences, texts – until meaning is derived. Comprehension is viewed as a process of decoding.
- A.
Bottom Up Processing
- B.
Top Down Processing
Correct Answer
A. Bottom Up ProcessingExplanation
Bottom Up Processing refers to the listening process where comprehension starts from the basic level of analyzing incoming input, such as sounds, words, clauses, sentences, and texts, and gradually builds up to derive meaning. It involves decoding the received data in successive levels of organization. This approach focuses on the details and individual components of the message before forming a complete understanding of it.Rate this question:
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- 4.
This listening process refers to the use of background knowledge in understanding the meaning of a message.
- A.
Bottom Up Processing
- B.
Top Down Processing
Correct Answer
B. Top Down ProcessingExplanation
Top Down Processing refers to the cognitive process of using prior knowledge and expectations to understand and interpret incoming information. In the context of listening, it means that the listener utilizes their background knowledge and context to comprehend the meaning of a message. This approach involves using existing knowledge and expectations to make predictions and fill in gaps in understanding. It is an active and constructive process where the listener actively engages in interpreting and making sense of the message based on their prior knowledge and expectations.Rate this question:
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- 5.
Imagine someone said the following to you:“The guy I sat next to on the bus this morning on the way to work was telling me he runs a Thai restaurant in Chinatown. Apparently, it’s very popular at the moment.”We have to mentally break the utterances down into its components.
- The guy
- I sat next to on the bus
- this morning
- was telling me
- he runs a Thai restaurant in Chinatown
- apparently it’s very popular
- at the moment
- I was on the bus.
- There was a guy next to me.
- We talked.
- He said he runs a Thai restaurant.
- It’s in Chinatown.
- It’s very popular now
- A.
Bottom Up Process
- B.
Top Down Process
Correct Answer
A. Bottom Up ProcessExplanation
The listening process described in the passage is a bottom-up process. This means that the listener breaks down the utterances into smaller components, identifies the underlying propositions expressed, and remembers the units of meaning. The listener relies on their knowledge of grammar and the speaker's intonation and pausing to assist in this process. This contrasts with a top-down process, where the listener uses their prior knowledge and expectations to interpret the meaning of the utterances.Rate this question:
- 6.
Consider this example – Imagine someone say the following to a colleague at an office one morning:“I am going to the dentist this afternoon.”This utterance activates a schema for “going to the dentist.” This schema can be thought of as organized around the following dimensions:
- A setting (e.g., the dentist’s office)
- Participants (e.g., the dentist, the patient, the dentist’s assistant)
- Goals (e.g., to have a checkup or to replace a filling)
- Procedures (e.g., injections, drilling, rinsing)
- Outcomes (e.g., fixing the problem, pain, discomfort)
- “So how was it?”
- “Fine. I didn’t feel a thing.”
- A.
Bottom Up Process
- B.
Top Down Process
Correct Answer
B. Top Down ProcessExplanation
The correct answer is "Top Down Process". In this scenario, the speaker and the hearer share a common understanding of the "going to the dentist" schema. The hearer is able to make sense of the speaker's response ("Fine. I didn't feel a thing.") without the need for additional details because they are able to draw upon their prior knowledge and expectations about what typically happens during a dental visit. This is an example of top-down processing, where higher-level knowledge and context influence the interpretation of incoming information.Rate this question:
- 7.
The following exercises develop top down process in the the learner except for ---
- A.
Use key words to construct the schema of a discourse
- B.
Use stress and intonation to identify word and sentence functions
- C.
Infer the role of the participants and their goals
- D.
Infer unstated details of a situation
Correct Answer
B. Use stress and intonation to identify word and sentence functionsExplanation
The given correct answer is "Use stress and intonation to identify word and sentence functions." This is because the other three exercises mentioned - using key words to construct the schema of a discourse, inferring the role of the participants and their goals, and inferring unstated details of a situation - all involve the top-down process of understanding and interpreting information. However, using stress and intonation to identify word and sentence functions is more related to the bottom-up process of analyzing individual words and sentences rather than the overall structure and meaning of a discourse.Rate this question:
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- 8.
Which process is developed in this class activity? dictation
- A.
Bottom Up Process
- B.
Top Down Process
- C.
Combination of both processes
Correct Answer
A. Bottom Up ProcessExplanation
The correct answer is Bottom Up Process. This process involves starting with specific details or examples and gradually building up to a larger understanding or concept. In the context of dictation, students might begin by listening to individual words or phrases and then gradually progress to longer sentences or paragraphs. This approach allows learners to develop their listening and comprehension skills incrementally, starting from smaller units and gradually expanding their understanding.Rate this question:
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- 9.
Which process is described in this activity?
- Students read a list of key points to be covered in a talk, then listen to see which ones are mentioned.
- A.
Bottom Up Process
- B.
Top Down Process
- C.
Combination of both processes
Correct Answer
B. Top Down ProcessExplanation
In this activity, students first read a list of key points that will be covered in a talk. Then, they listen to the talk to see which of these points are actually mentioned. This process of starting with an overview or main points and then focusing on specific details aligns with the top-down process. In a top-down process, the listener or reader starts with a general understanding and then narrows down to specific details or examples. Therefore, the correct answer for this question is the Top Down Process.Rate this question:
- 10.
Gary Buck (2001) identified this strategy in listening as mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval.
- A.
Cognitive Strategies
- B.
Metacognitive Strategies
Correct Answer
A. Cognitive StrategiesExplanation
The given correct answer is "Cognitive Strategies". This is because Gary Buck (2001) defined this strategy as mental activities that involve comprehending and storing information in working memory or long-term memory for later retrieval. Cognitive strategies are focused on the actual processing of information and include activities such as paying attention, organizing information, and making connections between new and existing knowledge. These strategies help individuals understand and remember what they are listening to.Rate this question:
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- 11.
Gary Buck (2001) identified this strategy in listening as those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies.
- A.
Cognitive Strategies
- B.
Metacognitive Strategies
Correct Answer
B. Metacognitive StrategiesExplanation
The correct answer is "Metacognitive Strategies". In the given statement, Gary Buck (2001) mentions that this strategy in listening involves conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies. This indicates that it refers to strategies that involve thinking about and reflecting on one's own cognitive processes, such as planning, monitoring, and evaluating one's understanding and learning. These strategies are known as metacognitive strategies.Rate this question:
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- 12.
To what strategy did Gary Buck describe the following activities?
- Comprehension processes: Associated with the processing of linguistic and nonlinguistic input
- Storing and memory processes: Associated with the storing of linguistic and nonlinguistic input in working memory or long-term memory
- Using and retrieval processes: Associated with accessing memory, to be readied for output
- A.
Cognitive Strategies
- B.
Metacognitive Strategies
Correct Answer
A. Cognitive StrategiesExplanation
Gary Buck described the activities of comprehension processes, storing and memory processes, and using and retrieval processes as cognitive strategies. Cognitive strategies refer to the mental processes and techniques used to acquire, process, store, and retrieve information. In this context, the activities described by Buck involve the processing and understanding of linguistic and nonlinguistic input, the storage of this input in working memory or long-term memory, and the retrieval of information from memory to be used in output. These activities are all part of the cognitive processes involved in learning and problem-solving.Rate this question:
- 13.
To what strategy did Gary Buck describe the following activities?
- Assessing the situation: Taking stock of conditions surrounding a language task by assessing one’s own knowledge, one’s available internal and external resources, and the constraints of the situation before engaging in a task
- Monitoring: Determining the effectiveness of one’s own or another’s performance while engaged in a task
- Self-evaluating: Determining the effectiveness of one’s own or another’s performance after engaging in the activity
- Self-testing: Testing oneself to determine the effectiveness of one’s own language use or the lack thereof
- A.
Cognitive Strategies
- B.
Metacognitive Strategies
Correct Answer
B. Metacognitive StrategiesExplanation
Gary Buck describes the activities of assessing the situation, monitoring, self-evaluating, and self-testing as metacognitive strategies. These strategies involve being aware of one's own thinking processes and actively controlling and regulating them during language tasks. Metacognitive strategies help individuals to plan, monitor, and evaluate their language learning and performance, leading to more effective language use.Rate this question:
- 14.
Jack Richards proposed a two part cycle of activities in teaching listening as acquisition. Which cycle is referred to in this definition? "It involve returning to the listening texts that served as the basis for comprehension activities and using them as the basis for language awareness."
- A.
Noticing Activities
- B.
Restructuring Activities
Correct Answer
A. Noticing ActivitiesExplanation
The correct answer is "Noticing Activities". The definition states that the cycle involves returning to the listening texts and using them as the basis for language awareness. Noticing activities typically involve focusing on specific language features or patterns in the texts, allowing learners to become more aware of the language used. This aligns with the idea of using the listening texts as a basis for language awareness. Restructuring activities, on the other hand, typically involve manipulating or reorganizing language, which is not mentioned in the definition.Rate this question:
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- 15.
Jack Richards proposed a two part cycle of activities in teaching listening as acquisition. Which cycle is referred to in this definition? "These are oral or written tasks that involve productive use of selected items from the listening text."
- A.
Noticing Activities
- B.
Restructuring Activities
Correct Answer
B. Restructuring ActivitiesExplanation
The correct answer is "Restructuring Activities." The definition provided states that these activities involve the productive use of selected items from the listening text. Restructuring activities typically involve tasks that require learners to manipulate and reorganize the information they have heard in order to demonstrate their understanding and ability to use the language. This can include activities such as summarizing, retelling, or transforming the information from the listening text.Rate this question:
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- 16.
To what cycle of activities are the following identified?
- Paired reading of the tape scripts in the case of conversational texts
- Written sentence-completion tasks requiring use of expressions and other linguistic items that occurred in the texts
- Dialog practice that incorporates items from the text
- Role plays in which students are required to use key language from the texts
- A.
Noticing Activities
- B.
Restructuring Activities
Correct Answer
B. Restructuring ActivitiesExplanation
The given activities involve restructuring the language and applying it in different contexts. Paired reading of the tape scripts helps students analyze the conversational texts and understand how the language is used in real-life situations. Written sentence-completion tasks require students to use expressions and linguistic items from the texts, which involves restructuring the language to complete the sentences. Dialog practice and role plays also require students to use key language from the texts in different scenarios, further reinforcing the restructuring of the language. Therefore, the activities mentioned in the question can be categorized as restructuring activities.Rate this question:
- 17.
To what cycle of activities are the following identified?
- Identify differences between what they hear and a printed version of the text
- Complete a cloze version of the text
- Complete sentences stems taken from the text
- Check off entries from a list of expressions that occurred in the text
- A.
Noticing Activities
- B.
Restructuring Activities
Correct Answer
A. Noticing ActivitiesExplanation
The given activities of identifying differences between what they hear and a printed version of the text, completing a cloze version of the text, completing sentence stems taken from the text, and checking off entries from a list of expressions that occurred in the text are all examples of noticing activities. These activities involve paying attention to specific details and discrepancies in the text, which helps in understanding and comprehending the content more effectively.Rate this question:
- 18.
Study this simple listening dialogue:
- Woman: We’re going out to dinner after class. Do you want to come, too?
- Man: Maybe. Where are you going?
- Woman: Pizza King.
- Man: Pizza? I love pizza!
- A.
Listening for the Main Idea
- B.
Listening for Details
- C.
Listening and Making Inferences
Correct Answer
A. Listening for the Main IdeaExplanation
The reason for listening in this conversation is to identify the main idea or topic of the conversation, which is going out to dinner and specifically going to Pizza King.Rate this question:
- 19.
Study this simple listening dialogue:
- Woman: We’re going out to dinner after class. Do you want to come, too?
- Man: Maybe. Where are you going?
- Woman: Pizza King.
- Man: Pizza? I love pizza!
- A.
Listening for the Main Idea
- B.
Listening for Details
- C.
Listening and Making Inferences
Correct Answer
C. Listening and Making InferencesExplanation
The correct answer is "Listening and Making Inferences" because the question asks if the man is going to go with them, and the answer requires the listener to make an inference based on the man's response of "Pizza? I love pizza!" This suggests that he is interested in going to Pizza King with the woman.Rate this question:
- 20.
Study this simple listening dialogue:
- Woman: We’re going out to dinner after class. Do you want to come, too?
- Man: Maybe. Where are you going?
- Woman: Pizza King.
- Man: Pizza? I love pizza!
- A.
Listening for the Main Idea
- B.
Listening for Details
- C.
Listening and Making Inferences
Correct Answer
B. Listening for DetailsExplanation
The reason for listening in this dialogue is to gather specific information about what the speakers are going to eat. The man expresses his love for pizza, indicating that they are going to eat pizza at Pizza King. This requires paying attention to the specific details mentioned in the conversation.Rate this question:
- 21.
Which of the following variables do not affect and effect successful listening?
- A.
Noise
- B.
Repetition
- C.
Content
- D.
Content
- E.
Visuals
Correct Answer
C. ContentExplanation
The content of a message plays a crucial role in successful listening. It refers to the information being conveyed and how it is organized. If the content is clear, relevant, and well-structured, it enhances understanding and comprehension. On the other hand, if the content is confusing, irrelevant, or poorly organized, it hinders successful listening. Therefore, the content variable directly affects successful listening.Rate this question:
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- 22.
What part of a METACOGNITIVE STRATEGY is indicated by the following steps?
- Set a purpose or decide in advance what to listen for
- Decide if more linguistic or background knowledge is needed
- Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
- A.
Before listening
- B.
During and after listening
- C.
After listening
Correct Answer
A. Before listeningExplanation
The steps mentioned in the question, such as setting a purpose or deciding in advance what to listen for, determining if more linguistic or background knowledge is needed, and deciding whether to enter the text from the top down or bottom up, all indicate the actions that need to be taken before listening to something. These steps help the listener prepare themselves mentally and strategically for the listening task, ensuring that they are focused and attentive during the listening process.Rate this question:
- 23.
What part of a METACOGNITIVE STRATEGY is indicated by the following steps?
- Verify predictions and check for inaccurate guesses
- Decide what is and is not important to understand
- Listen/view again to check comprehension
- Ask for help
- A.
Before listening
- B.
During and after listening
- C.
After listening
Correct Answer
B. During and after listeningExplanation
The steps "Verify predictions and check for inaccurate guesses," "Decide what is and is not important to understand," "Listen/view again to check comprehension," and "Ask for help" all indicate the part of a metacognitive strategy that occurs during and after listening. This is because these steps involve actively monitoring and evaluating one's understanding and seeking clarification or assistance if needed.Rate this question:
- 24.
What part of a METACOGNITIVE STRATEGY is indicated by the following steps?
- Evaluate comprehension in a particular task or area
- Evaluate overall progress in listening and in particular types of listening tasks
- Decide if the strategies used were appropriate for the purpose and for the task
- Modify strategies if necessary
- A.
Before listening
- B.
During and after listening
- C.
After listening
Correct Answer
C. After listeningExplanation
The steps mentioned in the question, such as evaluating comprehension, overall progress, and deciding if strategies were appropriate, all indicate the part of a metacognitive strategy that occurs after listening. This is because these steps involve reflecting on and assessing one's listening performance and making any necessary adjustments or modifications to strategies.Rate this question:
- 25.
Among the four skills, foreign language learners often complain that listening is the most difficult to acquire. One major reason for students’ poor listening skill is that listening is often neglected in language teaching for various reasons except for --
- A.
Lack of teaching materials (audio and video tape);
- B.
Listening is not included on many important tests;
- C.
Lack of real-life situations where language learners need to understand spoken English;
- D.
Lack of confidence of many listeners
- E.
Lessons tend to test rather than train students’ listening skills.
Correct Answer
D. Lack of confidence of many listenersExplanation
The correct answer is "Lack of confidence of many listeners." This is because the passage states that one major reason for students' poor listening skills is that listening is often neglected in language teaching for various reasons except for lack of confidence of many listeners. This suggests that lack of confidence is not a reason for poor listening skills, unlike the other options mentioned in the passage.Rate this question:
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- 26.
Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom. The following are considered as one way communication materials that are most appropriate in listening activities except for --
- A.
Radio and television programs
- B.
Public address announcements (airports, train/bus stations, stores)
- C.
Speeches and lectures
- D.
Google Search Engine
- E.
Telephone customer service recordings
Correct Answer
D. Google Search EngineExplanation
The correct answer is Google Search Engine because it is not considered a one-way communication material. Google Search Engine is a tool that allows users to search for information online, but it does not provide audio or spoken content for listening activities. Authentic materials and situations for listening activities typically involve audio or spoken content, such as radio and television programs, public address announcements, speeches, and telephone customer service recordings.Rate this question:
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- 27.
Brown and Menasche (1993) suggest looking at two aspects of authenticity: the task and the input.They suggest this breakdown:1. Task authenticity• simulated: modeled after a real-life; nonacademic task such asfilling in a form• minimal/incidental: checks understanding, but in a way that isn’tusually done outside of the classroom; numbering pictures to show asequence of events or identifying the way something is said are examples2. Input authenticity• genuine: created only for the realm of real life, not for classroom,but used in language teaching• altered: no meaning change, but the original is no longer as itwas (glossing, visual resetting, pictures or colors adapted)• adapted: created for real life (words and grammatical structureschanged to simplify the text)• simulated: written by the author as if the material is genuine;many genuine characteristics• minimal/incidental: created for the classroom; no attempt tomake the material seem genuineWhat principle in teaching listening is referred to in the above article?
- A.
Expose students to different ways of processing information: bottom-up vs. top-down.
- B.
Expose students to different types of listening.
- C.
Teach a variety of tasks.
- D.
Consider text, difficulty, and authenticity.
- E.
Teach listening strategies.
Correct Answer
D. Consider text, difficulty, and authenticity.Explanation
The principle referred to in the above article is to consider the text, difficulty, and authenticity when teaching listening. The article suggests that authenticity can be broken down into task authenticity and input authenticity, and provides examples of different levels of authenticity for both. By considering the authenticity of the listening material, teachers can provide students with a more realistic and meaningful listening experience. Additionally, considering the text and difficulty level ensures that the material is appropriate for the students' language proficiency and learning goals.Rate this question:
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- 28.
The following are purposes of POST LISTENING ASSESSMENT except for --
- A.
Check comprehension
- B.
Have a purpose other than assessment
- C.
Evaluate listening skills and use of listening strategies
- D.
Extend the knowledge gained to other contexts
Correct Answer
B. Have a purpose other than assessmentExplanation
The purpose of a POST LISTENING ASSESSMENT is to check comprehension, evaluate listening skills and use of listening strategies, and extend the knowledge gained to other contexts. The option "have a purpose other than assessment" does not align with the purpose of a post-listening assessment, as its main goal is to assess the listener's understanding and application of the listening material.Rate this question:
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- 29.
Progression of activities allows the learner to use what they know, to go from being a passive learner, to an active learner. Which activity serves as an initial step?
- A.
Open-ended listening/speaking activity
- B.
Listening comprehension activity
- C.
Warm-up activity
- D.
Controlled practice
Correct Answer
C. Warm-up activityExplanation
A warm-up activity serves as an initial step because it helps prepare the learner for the upcoming lesson or activity. It is designed to activate prior knowledge, generate interest, and create a positive learning environment. By engaging in a warm-up activity, learners can transition from a passive state to an active state, where they are ready to actively participate and apply what they know in the upcoming activities.Rate this question:
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- 30.
Progression of activities allows the learner to use what they know, to go from being a passive learner, to an active learner. Which activity serves as an last step?
- A.
Open-ended listening/speaking activity
- B.
Listening comprehension activity
- C.
Warm-up activity
- D.
Controlled practice
Correct Answer
A. Open-ended listening/speaking activityExplanation
The open-ended listening/speaking activity serves as the last step because it allows the learner to apply what they have learned and actively participate in a conversation. This activity encourages the learner to use their listening and speaking skills in a more independent and creative way, making them an active learner.Rate this question:
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