He Lianzhen, Jiang Ziyun
Institute of Applied Linguistics, Zhejiang University, Hangzhou, China.
Front Psychol. 2020 Sep 3;11:2123. doi: 10.3389/fpsyg.2020.02123. eCollection 2020.
The assessment of second language (L2) listening has received much attention. To understand the state-of-the-art research on L2 listening assessment, a total of 87 studies published in 14 peer-reviewed journals and two research report series between 2001 and 2020 were reviewed, using the socio-cognitive framework for developing and validating listening tests proposed by Weir (2005). Thirteen research themes were identified in relation to the six components of the framework, including test-taker characteristics, cognitive validity, context validity, scoring validity, consequential validity, and criterion-related validity. Context validity was the most investigated component, covering three research themes, that is, task setting, linguistic demands (input and output), and speakers. Based on a detailed analysis of the 13 research themes, recommendations for future research in L2 listening assessment were given.
第二语言（L2）听力评估受到了广泛关注。为了解L2听力评估的前沿研究，我们使用Weir（2005）提出的用于开发和验证听力测试的社会认知框架，对2001年至2020年间发表在14种同行评审期刊和两个研究报告系列中的87项研究进行了综述。围绕该框架的六个组成部分确定了13个研究主题，包括考生特征、认知效度、情境效度、评分效度、结果效度和标准关联效度。情境效度是研究最多的组成部分，涵盖三个研究主题，即任务设置、语言要求（输入和输出）以及说话者。在对这13个研究主题进行详细分析的基础上，给出了L2听力评估未来研究的建议。
