英語リスニングテストに関する総合的実証研究

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This paper reports the results from two studies on variables affecting the listening test devised for future introduction for the entrance examination. In Study 1, the acoustic features in three test rooms (large, medium, small), such as the level of sound pressure and the time of reverberation were measured. As for the level of sound pressure, since the single sound source was in the front of each lecture room, there was a considerable inequality between the front and the back rows. In particular in the large lecture room, there was a difference of 19 dB, which could potentially cause an inequality in terms of perception of the test takers. As for the time of reverberation, the results were relatively satisfactory, although further improvements can be hoped for. Study 2 contained three stages. In the first stage, first year students enrolling at the faculty of Education were distributed into each test room. In the second stage, the listening test was devised. For the purpose of assessing general listening ability, six question types were selected from the listening tests of other universities and major English proficiency tests, and modified on the basis of frequency, familiarity and students' ability. After the listening test, the post-questionnaire was conducted to inquire about subjects' impressions of the tape played in the test. The collected data was analyzed with SPSS ver. 8.0. Three factors for a MANOVA in the present study were used:(l)question types, (2)sizes of the lecture rooms, and (3)the distance from the source of the sound (i.e. location of the subjects). Two combinations of factors, (1), (2) and (1), (3) were formed for the MANOVA. The MANOVA showed that there were no interaction among factors. This suggests that the subjects, regardless of their proficiency, were not affected by either (2)size of the lecture rooms or (3)the distance from the source of the sound. The results of the post-questionnaire reveals that the subjects' perception of the volume of the tape corresponded to the decrease in the level of sound pressure. This suggests the possible problem of inequality for the test takers. In the case of the listening test conducted in the present study, 38.4% of the subjects in the large lecture room answered that the sound was blurred, which was probably due to the equipment. Even though these responses had no significant relationship with their proficiency and the test score, improvements in the sound quality(e.g. volume, clarity) and the location of speakers should be sought in the interests of equality. Overall, differences of the perceived sound quality should be rectified. This could be done by providing better equipment such as setting up an adequate number of ceiling-mounted speakers, or by using sound absorbers. Moreover, further studies of the relationship between question types and aspects of listening ability will be required.
広島大学の論文
1999-03-31

英語リスニングテストに関する総合的実証研究

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