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1
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Wojciech Malec, Developing Web-based Language Tests. Lublin: Wydawnictwo KUL, 2018 - review by Danuta Gabryś-Barker

100%
Gabryś-Barker D.
Theory and Practice of Second Language Acquisition
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2019
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vol. 5
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issue 2
117-121
EN
Not applicable
2
Content available remote

Teaching for Communication or Teaching to Tests? — the Voices of the European Language Teachers

100%
Jedynak M.
Anglica Wratislaviensia
|
2015
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issue 53
121 - 134
EN
The paper drawing on the information from an online survey for European language teachersattempts to answer the question whether foreign language teaching still serves communication or rather it aims at preparing students for passing final multiple language tests. In view of the fact that the value of language communication has been stressed in the language curricula and at the same time the value of final language exams is emphasised, the question posed in the paper seems to be valid. The first part of the article sheds some light on the problem in question and discusses the place of communication in foreign language teaching and learning. Next, language teachers’ reflections on teaching for communication and teaching to test are discussed. From the survey data emerges a general trend in language teaching, namely teaching to language test prevails over teaching to communicate. From the qualitative data several issues appear to give cause for concern such as insufficient amount of in-class communication, attaching too much importance to the results of final language tests, testing students’ language competence primarily by focus-on-forms tests, and students’ poor communicative skills.
3
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Review of Journal Articles on Washback in Language Testing in Turkey (2010-2017)

100%
Toksoz I., Kilickaya F.
Lublin Studies in Modern Languages and Literature
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2017
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vol. 41
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issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
The aim of the current paper is to review the national and international journal articles on washback in language testing in Turkey between 2010 and 2017. The studies have been obtained from several databases such as ERIC and ScienceDirect, and the journal websites. The studies conducted on washback in Turkish contexts are divided into two main groups: the studies conducted on washback effects of high-stakes exams in Turkey, and the studies conducted in state and private schools in Turkey. The studies are discussed with respect to their main findings, strengths, and weaknesses and most of these studies are based on the national examinations such as YDS (Foreign Language Exam) and their washback effects on examinees.
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том не содержит аннотаций на английском языке.
4
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“Did we learn English or what?”: A study abroad student in the UK carrying and crossing boundaries in out-of-class communication

88%
Badwan K. M.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 2
193-210
EN
Language educators in many parts of the world are torn between preparing language learners to pass language proficiency tests and trying to let their classrooms reflect the messiness of out-of-class communication. Because testing is “an activity which perhaps more than any other dictates what is taught” (Hall, 2014, p. 379), helping students to pass language proficiency tests seems to be a current top priority. Since globalisation “has destabilised the codes, norms, and conventions that FL [foreign language] educators relied upon to help learners be successful users of the language once they had left their classrooms” (Kramsch, 2014, p.296), the gap between what is taught in classrooms or measured in examination halls and what is used in real life situations has become much bigger. Testimonies from Study abroad students feed into this discussion. This article addresses the gap between being a language learner and a language user and the implications of this on learners’ perceptions of their language abilities, as illustrated by the story of Mahmoud, a study abroad student in the UK. It also features learner’s voice, exploring Mahmoud’s views of his previous formal language education and concludes with pedagogical implications for language educators.
5
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Language testing: towards a methodology for the study of the method effect

75%
Malec W.
Facta Simonidis
|
2008
|
issue 1
225-244
PL
Artykuł podejmuje kwestię metodologii badania efektu metody w kontekście testów sprawdzających. Podczas gdy w tradycyjnych badaniach efektu metody w pomiarze różnicującym stosowana jest oparta na korelacjach macierz wielu cech – wielu metod, w przypadku pomiaru sprawdzającego kluczową rolę odgrywa istotność różnicy między średnimi, ponieważ trudność zadań testowych ma bezpośredni wpływ na decyzje klasyfi kacyjne. Autor zwraca szczególną uwagę na strukturę eksperymentu oraz sposoby kontrolowania wpływu zmiennych zakłócających w planach z powtarzanym pomiarem.
EN
This article discusses the methodology for investigating the effect of item format on test performance. While correlational procedures have traditionally been used in examinations of the method effect in the context of norm-referenced tests, the signifi cance of differences between means is more important for criterion-referenced testing because test diffi culty has a direct infl uence on classifi cation decisions. Special attention is given to ways of controlling confounding factors in repeated-measures experimental designs.
6
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Language testing: towards a methodology for the study of the method effect

63%
Malec W.
Facta Simonidis
|
2008
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vol. 1
|
issue 1
225-243
PL
Artykuł podejmuje kwestię metodologii badania efektu metody w kontekście testów sprawdzających. Podczas gdy w tradycyjnych badaniach efektu metody w pomiarze różnicującym stosowana jest oparta na korelacjach macierz wielu cech – wielu metod, w przypadku pomiaru sprawdzającego kluczową rolę odgrywa istotność różnicy między średnimi, ponieważ trudność zadań testowych ma bezpośredni wpływ na decyzje klasyfikacyjne. Autor zwraca szczególną uwagę na strukturę eksperymentu oraz sposoby kontrolowania wpływu zmiennych zakłócających w planach z powtarzanym pomiarem.
EN
This article discusses the methodology for investigating the effect of item format on test performance. While correlational procedures have traditionally been used in examinations of the method effect in the context of norm-referenced tests, the signifi cance of differences between means is more important for criterion-referenced testing because test diffi culty has a direct influence on classification decisions. Special attention is given to ways of controlling confounding factors in repeated-measures experimental designs.
7
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CERTYFIKATOWE TESTY Z JĘZYKA POLSKIEGO I ANGIELSKIEGO NA POZIOMIE C2 W UJĘCIU PORÓWNAWCZYM

63%
Banach M.
Neofilolog
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2019
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issue 53/1
71-88
EN
The amendment to the Polish Language Act in 2015 has resulted in significant changes in the system of the state certificate examinations in Polish as a foreign language. One of the changes is a revised format of the certificate examination at C2 level. The author begins by briefly presenting the recent revisions to the test. The Polish examination is then compared with its English equivalent: C2 Proficiency, a renowned British test which has undergone numerous changes since its first ad-ministration in 1913. The comparative analysis is focused on the struc-ture of both examinations and their parts, task types that are used and skills that are tested. Through showing similarities and differences between the analyzed language proficiency tests the author reflects on practical implications of various choices made by experts who are responsible for test design and development.
8
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Application of inclusive design principles to testing EFL dyslexic students

63%
Łodej M.
Neofilolog
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2020
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issue 54/1
27-45
EN
There are two main challenges with inclusive testing of EFL students with dyslexia. First, application of inclusion may, paradoxically, involve exclusion of SEN students. Second, there is evidence for inconsistent policies relating to internal and external testing practices. The present paper reports on the application of inclusive design principles to the language testing of EFL students with dyslexia. Specific cognitive demands characteristic of dyslexia are mapped against both the types of accommodations made for SEN students and the principles of inclusive design. The results show a high degree of applicability of inclusive design principles in testing EFL students with dyslexia. Specifically, the data point to a strong alignment between presentation and response accommodations and five areas of weaknesses in dyslexia. The review concludes with a discussion on the benefits and limitations of inclusive testing in dyslexia. It is hoped that this study will advise testing boards, EFL teachers, as well as education and assessment services on the application of inclusive practices to testing EFL dyslexic learners.
9
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MERLIN: Multilingvální platforma pro evropské referenční úrovně

51%
Štindlová B., Čurdová V.
Časopis pro moderní filologii (Journal for Modern Philology)
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2015
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vol. 97
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issue 2
190-200
EN
The paper provides an overview of the motivation, development and major principles of the international project Merlin. The main output of this project is a unique trilingual learner corpus consisting of German, Italian and Czech. The corpus will be available as an online platform illustrating the Common European Framework of Reference for Languages (CEFR) with authentic learner data and enabling users to explore authentic written learner productions and related metadata (e.g. age, first language of the learner, etc.). Each text in the corpus is linguistically analysed during the multiphase error annotation. This process raises some problematic issues concerning the particularly specific character of Czech as a Slavic language. The paper summarises some of these problems and their possible solutions.
10
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Zwischen Struktur, Chunks und Grammatik - Textproduktion in der DSH-Prüfung

51%
McGury S., Wulff N.
Wortfolge. Szyk Słów
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2021
|
issue 5
1-19
PL
Celem artykułu jest przedstawienie problematyki dotyczącej struktury/treści, tzw. chunks (fragmentów tekstu) oraz gramatyki w tekstach kandydatów na studia, dla których język niemiecki jest językiem obcym. Analizie i ocenie według ustalonego katalogu kryteriów poddane zostaną teksty napisane przez kandydatów przystępujących do egzaminu na studia (tzw. DSH), którzy uczęszczali na kurs przygotowawczy,oraz tych, którzy przystąpili do egzaminu bez takiego przygotowania. Wyniki analizy pozwolą sformułować zalecenia pomocne do ustalenia podstawowych ram treściowych dla tego egzaminu.
EN
This article investigates the challenges inherent within the content (structure), word chunks, and grammar in the written part of the German language university entrance exam (Deutsche Sprachprüfung für den Hochschulzugang, DSH) taken by prospective students whose native languages are not German. The author analyses samples supplied by two groups of candidates: test takers who have attended a DSH preparatorycourse and test takers who have not. The results of her analysis allow her to develop suggestions for modifications to the content format of the DSH preparatory course.
DE
Der vorliegende Beitrag setzt sich zum Ziel, Herausforderungen in den Bereichen Struktur/Inhalt, Chunks und Grammatik in den Texten von Studienbewerbern mit Deutsch als Fremdsprache zu untersuchen. Hierfür werden die Schreibprodukte von Lernenden in der Deutschen Sprachprüfung für den Hochschulzugang (DSH) nach einem Kriterienraster analysiert und ausgewertet, wobei zwischen Prüflingen, die zuvor einen DSH-Vorbereitungskurs besucht haben, und denjenigen, die sich selbstständig auf die Prüfung vorbereitet haben, unterschieden wird. Die Ergebnisse der Analyse lassen erste Empfehlungen für die inhaltliche Gestaltung der Prüfungsvorbereitung formulieren.
11
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Testowanie biegłości językowej uczniów w wieku szkolnym na przykładzie języka polskiego jako obcego

51%
Rabiej A., Banach M.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2020
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vol. 27
451-467
EN
The article deals with the issue of testing Polish as a foreign language of bilingual and multilingual young learners. Authors of the article present different educational solutions to testing and certifying foreign language skills in Poland, Ireland, Germany and in the United States of America. Different language tests are discussed, especially German school-leaving exams in Polish (Abiturprüfung Polnisch) as well as German telc exam in Polish or Irish Leaving Certificate exam in Polish, American Seal of Biliteracy and Languages Other Than English exams (LOTE). The article includes results of the survey conducted among the young learners who decided to take the Polish certificate exam at B1 level in Poland in 2017. The participants of the research confirmed the meaningful role of the certificate exams in Polish as a foreign language. At the end of the article the specific character of the Polish language exams abroad is also discussed in comparison with the Polish language test available for the young learners at the age of 14–17.  
PL
Artykuł porusza kwestię testowania i certyfikacji znajomości języka polskiego u uczniów dwu- i wielojęzycznych. Autorki przedstawiają polskie i zagraniczne rozwiązania systemowe, charakteryzując zróżnicowane podejścia do koncepcji poświadczania znajomości polszczyzny zarówno w Polsce, jak i w Niemczech, Irlandii oraz w Stanach Zjednoczonych Ameryki Północnej. Szczegółowo zostały omówione: niemiecka matura z języka polskiego (Abiturprüfung Polnisch) oraz tamtejszy certyfikat TELC, irlandzki Leaving Certificate Polish oraz amerykańska Seal of Biliteracy i egzamin LOTE Polish. Autorki tekstu zwracają przy tym uwagę na nowość, jaką w Polsce stanowią egzaminy certyfikatowe z JPJO w tzw. grupie dostosowanej do potrzeb dzieci i młodzieży i prezentują wyniki sondażu opinii na ten temat wśród zdających w wieku 14–17 lat, uwypuklając znaczenie i rolę tych egzaminów z perspektywy młodzieży. W podsumowaniu dyskutowana jest kwestia konkurencyjności polskich egzaminów certyfikatowych DiM wobec tego typu oferty zagranicznej.  
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