In the following chapters, task targets and task demands in the task domain,
cognitive processes in the competence domain will be investigated through analysis
of the teachers’and students’questionnaire survey data and students’test-taking
TAP and retelling protocol data. All quantitative and qualitative data will be tri-
angulated to verify the proposed LCC framework.
4.5 Conclusion...........................................
In this chapter, the focus is laid upon a local academic listening assessment–TEM 8
Mini-lecture and Gap-filling task and its characteristics. The task is employed as the
research instrument in the current project. The test format of TEM 8 Mini-lecture
and Gap-filling task is actually a structured listen-to-summarize cloze task and the
test-takers are required tofill in each gap with no more than three words. Finally,
based on the literature review, a holistic framework of Lecture Comprehension
Construct (LCC) is proposed. Chapters 5 – 8 present a multi-method empirical
research and triangulate the quantitative as well as qualitative data to verify the
proposed LCC framework in this chapter.
42 4 Task Characteristics of TEM 8 Mini-Lecture...