Testing Academic Listening Proficiency

Testing Academic Listening Proficiency

The main components of the socio-cognitive framework for testingacademic listening proficiency begin with test-taker characteristicswhich involve concentrating on the mind of the population target. Itconsiders the physical, physiological and psychologicalcharacteristic of the people. The next component is context validitythat is concerned with the work given to a supervisor and how willinghe or she is ready to help the learner (Taylor and Gernpayeh, 2011).Lastly is scoring validity in listening tests. It implies that whenan individual is using a pair of headphone and the other listen thesame prompt via loudspeakers the performance and consistency aredifferent.

The limitation oflistening to proficiency is communication skills that are notcompetent. Due to the use of technology the communication haschanged. Literacy is another limitation where people do not know howto read and write, and thus there is the likelihood of one not ableto listen and communicate to others (Taylor and Gernpayeh, 2011). Theadvantage of conceptualizing academic listening proficiency is thatone can get basic communication skills though it will take time.

The implication oftesting L2 academic listening proficiency in socio-cognitive is thatit helps to analyze the basic features of listening and how thefeatures contribute to context validity. The framework that is usedto guide development and validation of L2 academic listeningproficiency test is by giving assessments test so that listeningskills can be obtained (Taylor and Gernpayeh, 2011).

How is the soundimpairment practical in the social cognitive framework for testinglistening? From my perspective those people who have sound problemsimplies that they need a person who can hear and then translate it tosigns so that the individual can get the required information.


Taylor, L. and Gernpayeh, A. (2011). Assessing Listening for AcademicPurpose: Defining and Operationalising the Text Construct. Journalof English for academic purpose. 89-101.