1,720,979 research outputs found
Kako realno je idealno? O konceptu avtentičnosti pri pouku slovenščine ob Toporišičevem Zakaj ne po slovensko
No full textV prispevku ob Toporišičevem učbeniku za slovenščino kot tuji jezik Zakaj ne po slovensko razmišljamo o konceptu avtentičnosti pri (tuje)jezikovnem pouku. Toporišič je učečemu se predstavil slovenski jezikovni sistem, koncept avtentičnosti pa pri jezikovnem pouku v ospredje postavlja pomen in t. i. jezikovno opravilnost. Na avtentičnost gledamo kot na interakcijo učečega se z besedilom. V središču jezikovnega pouka je torej uporabnik jezika: ta naj bi se jezika učil za sporazumevanje - z realnim sporazumevanjem.In this article, Toporišič\u27s learners\u27 book Zakaj ne po slovensko is used as a starting point to present the concept of authenticity in foreign language teaching. Toporišič\u27s approach was structuralist: his presentation of the Slovene language system focused on form rather than on meaning. The concept of authenticity, on the other hand, focuses on meaning - using real language and authentic language tasks. The starting point is therefore the language learner who is learning the foreign language for communication - through real (authentic) communication
(Jezikovni) testi
No full textV središču zanimanja tega prispevka so testi, tako jezikovni kot drugi testi znanja, v katerih se uporabljajo besedila in se ob njih postavljajo (verbalna)vprašanja. Jezikovno in vsakršno testiranje odpira številna strokovna in etična vprašanja, med drugim tudi to, ali je mogoče sestavljati teste, ne da bi hkrati razmišljali tudi o zapletenih procesih razumevanja. Na seminarskem tečaju bomo na konkretnih primerih ugotavljali, katere so dobre in slabe lastnosti nalog in vprašanj v testih, kakšne so strokovne zahteve sodobnega (jezikovnega) testiranja, katera etična načela bi morali pri tem upoštevati in zakaj. Čeprav bo naše razmišljanje usmerjala predpostavka, da se testi večinoma uporabljajo kot argument moči, pa bomo hkrati iskali tudi možne rešitve za to, da bi lahko pridobili (tudi) moč argumenta.This contribution focuses on tests - language and other kinds - in which texts are used and (verbal) questions posed. Language tests and others raise a number of professional and ethical questions, including whether it is possible to create tests without also considering the complex processes of understanding. On a seminar course we shall look at specific tests in order to identify the good and bad qualities of tasks and questions in tests, what are the professional demands of contemporary (language) testing, and which ethical principles should be taken into account and why. Although our discussion will be guided by the assumption that tests usually represent an argument of power, we shall also seek possible ways in which they could be supported by the power of argument
Evalvacija rezultatov testiranja po novem programu Slovenščina kot drugi in tuji jezik
Full text linkSlovenščina kot drugi in tuji jezik vedno bolj postaja integriran del slovenske jezikovne situacije. Dolgoletne izkušnje in želja po primerljivosti z drugimi evropskimi državami so bile povod za nastanek novega programa na področju učenja, poučevanja, ocenjevanja in certificiranja slovenščine - programa Slovenščina kot drugi in tuji jezik. V magistrski nalogi predstavljam vsebino in novosti, ki jih nov program prinaša. Empirični raziskavi, v katerih so bili vključeni rezultati izpitov na osnovni ravni vseh dosedanjih izpitnih rokov in njihova psihometrična analiza, sta pokazali različna izhodišča za evalvacijo programa, odpirata pa tudi nekatera vprašanja, ki so povezana s širšo sliko sodobne slovenske jezikovne realnosti.Slovenian as a second/foreign language is increasingly becoming an integrated part of Slovenian language situation. Years of experience and a desire for comparability with other European countries have led to the emergence of a new program in the field of learning, teaching, assessment and certification of Slovenian language - program Slovenian as a second and foreign language. Master\u27s thesis is introducing some contents and innovations of the program. Empirical research was based on all of the exam dates at the elementary level and on psychometric analysis of language test for Slovenian as a second and foreign language. Research showed different starting points for the evaluation of the program, but also raised a number of questions, which are related to the broader picture of contemporary Slovenian language reality
"Je moj B1 tvoj B?" Ali kaj je novega na področju testiranja in certificiranja slovenščine kot drugega/ tujega jezika
No full textPodročje merjenja jezikovnega znanja se ne razvija več toliko v smeri izboljševanja testnih metodologij in izdelave testološko korektnih (to je veljavnih, občutljivih, zanesljivih, objektivnih) testov. Kot kaže, je to področje - vsaj kar zadeva na tem področju najbolj razvite države - že doseglo neko končno stopnjo. Področje se zato odpira bolj v smeri razvoja infrastrukture, potrebne za preverjanje in certificiranje jezikovnega znanja, in njene mednarodne primerljivosti. V prispevku se bomo osredotočili na razmere na področju preverjanja in certificiranja znanja slovenščine kot drugega/tujega jezika v Sloveniji. Pri tem bomo opozorili na specifično problematiko, ki se ob tem odpira, nakazali pa bomo tudi nekatere smernice razvoja na tem področju pri nas.Over the past few years, the quality of language test construction is less and less in question - particularly in the countries that are most developed in this field. Thus rather than being concerned with the development of valid, objective, discriminative, reliable language tests, language testers now focuson establishing the infrastructure for verifying and certifying language standards and upon international comparability, especially among European countries. This article focuses on the Slovene situation in the field of language assessment of Slovene as a secondžforeign language. Some issues concerning the specific Slovene situation are presented and possible directions of development in this field are shown
Kakovost v jezikovnem testiranju: misija nemogoče?
Full text linkThe article presents the education programme Slovenian as a Second and Foreign Language and the context in which it was established. Critical issues are raised regarding the programme and the system of testing and certifying Slovenian as a second and foreign language based on the programme. The Slovenian language exams that have been in place since 2015 were developed according to international quality standards. The article gives a more detailed presentation of the three most critical standards: comparability of test versions, reliability of rating, and analysis of test results.V prispevku bosta na kratko predstavljena javno veljavni izobraževalni program za odrasle Slovenščina kot drugi in tuji jezik, na katerem od leta 2015 temelji sistem preverjanja in certificiranja znanja slovenščine kot drugega in tujega jezika, in kontekst, v katerem je program nastal. Ob tem bodo kritično predstavljene in izpostavljene ključne strokovne dileme, še posebej tiste, ki se nanašajo na z njim povezano jezikovno testiranje. Sistem preverjanja znanja slovenščine kot drugega in tujega jezika je bil z novim programom razvit po strogih mednarodnih standardih kakovosti. Prispevek podrobneje predstavlja tri najzahtevnejše, in sicer so to primerljivost različic izpitov, zanesljivost ocenjevanja in analiza podatkov
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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