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Language Testing

2 Studies
by

klaudia borbola

on 17 April 2010

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Transcript of Language Testing

Double click anywhere & add an idea Comparison of Croatian and Hungarian
learners' performances on EFL
2002 Students' proficiency was checked.
717 candidates
14-year-old students Background to study
1. Starting age in foreign lg
2.Intensity of teaching
3.Group size The two educational contexts
lg levels, lg learning traditions
lg teacher education
teacher supply
lgs belong to different lg families The Study (2002)
Schools from
Slavonia, Osijek
Baranya, Pécs

717 students
39 groups
8th graders (14 y) Instruments
two test booklets
reading and listening comprehension
writing, pragmatics
speaking test

The topics were familiar
Tasks focused on meaning not form
Texts were authentic from magazines
(except listening-scripted material) Speaking was carried out individually
Procedures
45 minutes-reading
45 mins - listening, writing
tests were coded, assessed centrally
6 students were randomly chosen for the oral test
external interlocutors were trained Results
????????????????????? Croatia outperformed Hungary in all skill areas.
:( The range of mean scores between the lowest and highest
scoring groups was higher for H. than Cr.

->>> more between-groups variation in H. Average weekly classes
Cr: 3 per week
H.:4 or 5 per week

Smaller groups in H. <-> Cr. 14-22 ss
Starting age-earlier start might be beneficial

H.-stronger negative relationship between students'
starting age and all aspects of their performance->

-> starting earlier seems to be more desirable in
Hun. than in Cr.
Discussion-remarkable outcome

Early start is typical in H.-> 50% of
the population starts before grade 4 while in
Cr. not. -->> it does not guarantee higher achievement. the second factor concerns the number
of classes per week.
Cr. got better results in fewer classes.

Due to the streaming in H., learners with better
abilities are placed in groups with more
intensive teaching.

This also results a strong competition among schools
and huge differences according to the type of schools.
3rd indicator: the number of ss

Cr. has whole classes.
H. has small groups

-->> do not ensure better results Where is the problem???

With the quality of teaching..??! In Hungary...

Teachers apply techniques of the
audio-lingual and grammar-translation method

Major difference between schools, classes

Schools try to respond to parential pressure In Croatia...
the communicative approach and lots of
authentic materials (films) are used

higher proficiency levels of teachers

-->> Cr. has better lg instruction Extra noticies

Cr. has wide range of E. input outside school
like undubbed foreign films and shows on national tv.
Cr. is a tourist-oriented country.
BUT
Cr. is significantly better at listening and reading
and the differences were NOT significant in
speaking and writing.
Full transcript