A Study on Difficulty of Authentic Listening Texts and Tasks in the EFL Classroom
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This paper investigates how authentic listening texts affect a whole group or different levels of listeners and verifies how task sequence actually influences task difficulty. For this, three authentic texts, animation, TV news, and Internet video clip, are used and three sets of tasks using text are developed based on ‘function-response matrix for listening activities’. The test result shows that animation, the easiest text of the three, may be usable for most listeners with different listening skills. TV news or Internet video clip may be acceptable only for learners with higher listening proficiency. Task analysis shows that task difficulty or task sequence may vary depending upon texts. Finding particular information in an animation is a relatively easy task while the task of describing the main storyline in Korean is shown to be more demanding. On the other hand, the task of completing a main idea of TV news and video clip is the most appealing for listeners, and the task requiring listeners to duplicate what they hear has higher task difficulty. Task difficulty is subject to change depending on both listening texts and tasks. Thus, teachers first have to recognize specific properties of authentic texts and listening tasks, and select texts and design tasks, considering a learner’s listening proficiency and classroom instructional purpose.
Abstract
This paper investigates how authentic listening texts affect a whole group or different levels of listeners and verifies how task sequence actually influences task difficulty. For this, three authentic texts, animation, TV news, and Internet video clip, are used and three sets of tasks using text are developed based on ‘function-response matrix for listening activities’. The test result shows that animation, the easiest text of the three, may be usable for most listeners with different listening skills. TV news or Internet video clip may be acceptable only for learners with higher listening proficiency. Task analysis shows that task difficulty or task sequence may vary depending upon texts. Finding particular information in an animation is a relatively easy task while the task of describing the main storyline in Korean is shown to be more demanding. On the other hand, the task of completing a main idea of TV news and video clip is the most appealing for listeners, and the task requiring listeners to duplicate what they hear has higher task difficulty. Task difficulty is subject to change depending on both listening texts and tasks. Thus, teachers first have to recognize specific properties of authentic texts and listening tasks, and select texts and design tasks, considering a learner’s listening proficiency and classroom instructional purpose.
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