Hamdan Jihad M, Al-Hawamdeh Rose Fowler
Department of English Language and Literature, The University of Jordan, Amman, Jordan.
J Psycholinguist Res. 2018 Oct;47(5):1121-1131. doi: 10.1007/s10936-018-9582-7.
This empirical study examines the extent to which 'face', i.e. (audio visual dialogues), affects the listening comprehension of advanced Jordanian EFL learners in a TOFEL-like test, as opposed to its absence (i.e. a purely audio test) which is the current norm in many English language proficiency tests, including but not limited to TOFEL iBT, TOEIC and academic IELTS. Through an online experiment, 60 Jordanian postgraduate linguistics and English literature students (advanced EFL learners) at the University of Jordan sit for two listening tests (simulating English proficiency tests); namely, one which is purely audio [i.e. without any face (including any visuals such as motion, as well as still pictures)], and one which is audiovisual/video. The results clearly show that the inclusion of visuals enhances subjects' performance in listening tests. It is concluded that since the aim of English proficiency tests such as TOEFL iBT is to qualify or disqualify subjects to work and study in western English-speaking countries, the exclusion of visuals is unfounded. In actuality, most natural interaction includes visibility of the interlocutors involved, and hence test takers who sit purely audio proficiency tests in English or any other language are placed at a disadvantage.
这项实证研究考察了“面部”（即视听对话）在类似托福的测试中对约旦高级英语外语学习者听力理解的影响程度，与之相对的是没有“面部”（即纯音频测试）的情况，而这是包括但不限于托福iBT、托业和学术雅思在内的许多英语语言能力测试的现行标准。通过一项在线实验，约旦大学的60名约旦研究生语言学和英语文学专业学生（高级英语外语学习者）参加了两项听力测试（模拟英语能力测试）；即一项是纯音频测试（即没有任何面部信息，包括任何动态视觉信息以及静态图片），另一项是视听/视频测试。结果清楚地表明，加入视觉信息可提高受试者在听力测试中的表现。研究得出结论，由于托福iBT等英语能力测试的目的是判定受试者是否有资格在西方英语国家工作和学习，排除视觉信息是没有根据的。实际上，大多数自然互动都包括参与对话者的可视性，因此，参加纯音频英语或任何其他语言能力测试的考生处于劣势。
