proficiency. On the whole, students’emphasis on note-taking shows the importance
of notes as a reference in completing the gap-filling task and the quality of
note-taking, not only the quantity of the written key words, but also the organi-
zation of notes, is largely determined by the extent to which meaning and discourse
construction is realized, if note-taking itself is viewed as a cognitive process.
8.5 Localized Lecture Comprehension Construct Model
The localized LCC model (Fig.8.2) has its features that distinguish it from general
listening models, which foregrounds close interaction between task targets and
cognitive processes. The most conspicuous feature of this localized model is that it
is supported by the test-takers’authentic TAP data.
8.5.1 Features of the Localized LCC Model
The localized LCC model has its three distinctive features from Field’s (2008)
listening model:
- The localized LCC model is substantially supported by test-takers’TAP data.
Field’s model is largely based on theories and assumptions without empirical
data support. - The localized LCC model targets academic listening in the testing condition,
which highlights active interaction between task targets and test-takers’cogni-
tive processes. On the other hand, Field’s model targets listening in general. - The localized LCC model isolates the monitoring process from the meaning and
discourse construction process. In testing conditions, monitoring process is an
independent process equally important to other processes: students need to get
the points for their answers to the questions so they need to make sure that their
answers are grammatically and semantically acceptable. Since Field’s model
summarizes listening in general, the function of monitoring process is not
emphasized (Fig.8.2).
8.5.2 Further Elaboration on the Localized LCC Model
The localized LCC model is mainly composed of the basic cognitive processes
including decoding and selective attention, meaning and discourse construction,
monitoring process and decision-making represented by test-takers’reported cog-
nitive operations in the frequency order. Since interaction between task targets and
8.4 Triangulation of Task Demands... 137