国际背景下的语言测试和认证

Q1 Social Sciences
Elena Zelenicka, R. Pavlova, Olga Csalova, Pavol Burcl
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引用次数: 0

摘要

介绍。本研究的目的是明确持续评估在外语教学中的作用。我们分析了我们的研究样本学生在B2水平的书面交流中最常见的一些沟通和语言错误。我们认为,在外语教学过程中,这些相关性还有待仔细研究,因为进入斯洛伐克大学学习斯洛伐克语课程的国际学生人数显着增加。我们还研究了非斯洛伐克大学生目前对通过ECL测试验证斯洛伐克语能力的兴趣,与2019年之前的时期相比,与他们的写作技能准备相关。材料与方法。我们的研究样本是随机抽取的200份我校2019-2022年各专业的一年级留学生的书面交流,年龄从17岁到42岁不等。这些学生来自俄罗斯、塞尔维亚、哈萨克斯坦、乌兹别克斯坦、白俄罗斯、乌克兰和捷克共和国。我们从词法、句法和写作准确性三个方面对书面交流中最常见的错误进行了内容分析。我们也用统计方法研究了目前国际学生对通过英语语言测试来验证外语能力的兴趣。结果表明,最常见的错误是排版错误,主要与拼写、标点和释义有关;因此,我们可以说,在斯洛伐克语学习中,关注形式正确性,即斯洛伐克语语法系统的一致习得是非常有益的。我们还确定了书面沟通的社会语言学充分性问题,即风格,清晰的陈述,以及对文本构成的坚持。结果还表明,与2019年之前相比,我们的国际大学生对通过ECL测试验证外语能力的兴趣有所增加。讨论与结论。从结果可以看出,集中教授写作技巧,特别是在书面交流中发现的问题,可以提高学习者的语言习得水平。这项研究提出的结果可能有助于斯洛伐克大学招收的国际学生作为其本国大学的目标语言准备,并进一步为进行斯洛伐克语言能力的官方核查做准备。此外,我们的研究结果可能有助于进一步发展外语通识专业教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Language Testing and Certification in an International Context
Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-Slovak university students in verifying Slovak language competencies through ECL testing compared to the period before 2019 in correlation with their writing skills preparation. Materials and Methods. Our research sample included 200 randomly selected written communications by firstyear international students of our University in the period of 2019‒2022 in various fields of study at the age scale from 17 to 42. The students were from Russia, Serbia, Kazakhstan, Uzbekistan, Belarus, Ukraine, and the Czech Republic. We applied content analysis of the written communications concerning the most frequent mistakes from the morphological, syntactic and writing-accuracy points of view. We also used statistical methods to research the current interest in verifying foreign language competencies through ECL testing on the side of our international students. Results. The results delivered that the most frequent errors are typographical, mainly related to spelling, punctuation and paraphrasing; therefore, we can claim that in the Slovak language learning, it is significantly beneficial to focus on formal correctness, i.e. consistent acquisition of the Slovak language grammar system. We also identified the sociolinguistic adequacy of written communication problematic, i.e. style, clear statements formulations, and adherence to the text composition. The results also demonstrated the increase in our international university studentsʼ interest in verifying foreign language competencies through ECL testing compared to the period before 2019. Discussion and Conclusion. From the results it follows that teaching writing skills intensively with a focus on particularly identified problematic issues in written communications increases the learnersʼ language acquisition level. This study presents results that may be useful in the targeted language preparation of the international students recruited to Slovak universities as their home universities and their further preparation for undertaking Slovak language proficiency official verification. In addition, the results of our study may contribute to the further development of general professional education in foreign languages.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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