ABSTRACT
This chapter studies the use of multimodal texts as input for listening comprehension assessment. It is oriented towards the analysis of criteria of multimodal listening tasks that should be met in the use of videotexts and other multimedia tools for assessing listening in foreign language teaching. This chapter intends to put forward a theoretical framework for the description of the kind of information that is relevant in each mode, and the relationship between their linguistic and non-linguistic features from a pedagogical point of view. The chapter presents a classification of the main situations or contexts in which listening can occur in formal learning settings at the university. A proposal is developed for multimodal listening assessment on the basis of Rost's model for listening assessment. The study of non-verbal communication and its specific importance in language learning must occur prior to multimodal language assessment. Multimodal listening comprehension assessment implies that teachers need to have clear principles to support their teaching practices.
