AN EVALUATION OF LISTENING COMPREHENSION TESTS FROM A COMMUNICATIVE PERSPECTIVE: A CASE STUDY / UNE ÉVALUATION DES EXAMENS DE COMPRÉHENSION ORALE DANS UNE PERSPECTIVE COMMUNICATIVE: UNE ÉTUDE DE CAS
Abstract
This study aims to evaluate the listening comprehension tests submitted to students from a communicative perspective. An exploratory study was conducted for the collection of data. The results from the qualitative analysis of the collected data were interpreted and discussed using constructivism as a learning theory and theories of language testing under the psycholinguistic-sociolinguistic period. This interpretation and the discussion indicated that the listening comprehension tests submitted to learners of the department of English of the University of Félix Houphouët-Boigny do not sufficiently concur with the principles of communicative language testing. Suggestions to improve the situation are mainly based on the inclusion of authentic activities based on the social and cultural context of learners, the inclusion of activities which enable learners to integrate other language skills and the construction of listening comprehension tests based on the principle of “unpredictable language input” and “creative language output”.
Cette étude vise à évaluer les examens de compréhension orale soumis aux étudiants du point de vue communicatif. Une étude exploratoire a été menée pour la collecte des données. Les résultats de l'analyse qualitative des données collectées ont été interprétés et discutés à l'aide du constructivisme en tant que théorie de l'apprentissage et des théories de l'évaluation des langues dans le cadre de la période psycholinguistique-sociolinguistique. Cette interprétation et la discussion ont indiqué que les tests de compréhension orale soumis aux apprenants du département d'anglais de l'Université Félix Houphouët-Boigny ne respectent pas suffisamment les principes de l'évaluation communicative des langues. Les suggestions pour améliorer la situation sont principalement basées sur l'inclusion d'activités authentiques basées sur le contexte social et culturel des apprenants, l'inclusion d'activités qui permettent aux apprenants d'intégrer d'autres compétences linguistiques et la construction de tests de compréhension orale basés sur le principe de "l'apport linguistique imprévisible" et de "l'apport linguistique créatif".
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DOI: http://dx.doi.org/10.46827/ejes.v12i3.5861
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