- How can the task domain be conceptualized?
- How can the competence domain be conceptualized?
- How do the task domain and competence domain interact with each other?
Therefore, the main focus of the current study is to conceptualize the compe-
tence domain and observe interactiveness between task domain and competence
domain.
Test-taker characteristicsare usually the starting point of a construct frame-
work. Test-taker characteristics include physiological, psychological and experi-
ential characteristics. Physiologically, test-takers are different in terms of gender,
age, schooling background, etc. Psychologically, according to test-takers’different
cognitive styles, a series of task types and response formats have been used to
reduce bias in terms of test-takers cognitive preferences. Finally, test-takers’
background schemata are different. Especially in EAP tests that target students’
language proficiency level in an academic setting, test items that are too
subject-relevant should be dropped because they easily generate test bias. Since
test-takers’characteristics influence their test performances and cognitive processes
while taking the test, test-taker characteristics should be part of the LCC
framework.
The task domainencompasses many variables, and here, we list task input, task
format, task setting and task demands as the prominent factors to be considered.
Authenticity is always the key word for listening test input. Take academic lectures
as input for an example, input variables include accent, speech rate of the speaker,
the use of macro- and micro-discourse markers, discourse mode and complexity,
the channel of presentation, etc. Though it is often argued that a variety of accents
should be covered in a comprehensive listening test, for lecture comprehension, due
to its generic difficulty, a standardized accent is still preferred by test-takers. Speech
rate can be regulated by the speaker, but there must be a maxim of speech rate for
academic listening. In authentic target domain, lecturers often slow down when
they are about to explain a new concept or elaborate on a complicated procedure.
Research on both discourse features of academic lectures and characteristics of
spoken language has highlighted speakers’use of discourse markers, so, to ensure
the authenticity of academic listening test input, a natural use of discourse markers
is preferred. Discourse mode and complexity refers to purpose of the discourse and
complexity of the sentences. The discourse mode can be different even in the same
register of lectures; for example, exposition of a concept can be different from a
value-laden argument. As for the channel of presentation, restricted by technical
conditions, audio-based input is a mainstay. Content knowledge of input in an
academic listening test must match the content scope predefined in the teaching
syllabus in order to avoid content bias.
Task targetshere mainly refer to the lecture content test items target. Since we
already discussed the impact of test format on test-takers’performance, here, task
targets are isolated from task setting. The key issue of designing appropriate task
targets lies in answering questions like: to what extent can interactiveness between
the task targets and the test-taker be guaranteed? In which ways can we observe this
4.4 A Proposed Construct Framework for Lecture Comprehension 39