Reading literacy skills in the new external exams in Poland

Karolina Kotorowicz-Jasińska, Małgorzata Krzemińska-Adamek

Abstract


The way reading literacy is conceptualised has changed over the last decades. Regarding comprehension as deep processing, in which skimming or scanning neither encourage the reader to engage in texts nor lead to the expected levels of understanding has influenced the way reading literacy is taught and assessed. The aim of the article is to analyse new task types introduced to the external exams as well as to provide evidence that the changes in the exam format reflect the way reading comprehension skills have recently been conceptualised. The analysis of the exam tasks is preceded by an overview of the recent trends in conceptualising L2 reading literacy.


Keywords


reading skills; reading processes; literacy; reading assessment; external exams

Full Text:

PDF

References


Aimin, L. (2013). The study of second language acquisition under socio-cultural theory. American Journal of Educational Research 1(5), 162-167. DOI: 10.12691/education-1-5-3.

Atkinson, D. (Ed.). (2011). Alternative Approaches to Second Language Acquisition. New York: Routledge.

Britt, M., Rouet, J., & Durik, A.M. (2018). Literacy Beyond Text Comprehension. A Theory of Purposeful Reading. New York: Routledge.

Carr, N. (2010). The Shallows: What the Internet is Doing to Our Brains. New York: W. W. Norton.

Central Examination Board. (2017a). Eighth Grader’s Exam in English Information Booklet. (Centralna Komisja Egzaminacyjna. (2017a). Informator o Egzaminie Ósmoklasisty z Języka Angielskiego). Retrieved March 10, 2019, from ttps://www.cke.gov.pl/.

Central Examination Board. (2017b). Eighth Grader’s Exam in English Sample Paper. (Centralna Komisja Egzaminacyjna. (2017b). Egzamin Ósmoklasisty. Język Angielski. Przykładowy Arkusz Egzaminacyjny). Retrieved March 10, 2019, from https://www.cke.gov.pl/.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Retrieved September 5, 2018, from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.

Dakowska. M. (2015). In Search of Process in Language Use in Foreign Language Didactics. Frankfurt: Peter Lang Verlag.

Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.

Gernsbacher, M. A.(2014). Internet-based communication. Discourse Processes, 51, pp. 359-373. DOI: 10.1080/0163853X.2014.916174.

Grabe, W. (2011). Reading in a Second Language: Moving from Theory to Practice. Stuttgart: Ernst Klett Verlag.

Grabe, W. (2014). Key issues in L2 reading development. In X. Deng, & R. Seow (Eds.), Alternative Pedagogies in the English Language and Communication Classroom (pp. 8-18). Singapore: NUS.

Grabe, W., & Stoller, L. (2013). Teaching and Researching Reading. London: Routledge.

Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for Academic Purposes teaching and learning. TESOL Journal, 4(1), 9-24. DOI: 10.1002/tesj.65.

Hirvela, A., & Du, Q. (2013). “Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12, 87-98. DOI: 10.1016/j.jeap.2012.11.005.

Hudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press.

Hughes, A. (2003). Testing for Language Teachers. Second Edition. Cambridge: Cambridge University Press.

Kerr, P. (2009). Skimming, scanning and inferring in reading. Linguistic and Communicative Performance Journal, 2(1), 28-30.

Kintsch, W. (2012). Psychological models of reading comprehension and their implications for assessment. In J. Sabatini, E. Albro, T. O’Reilly (Eds.). Measuring Up: Advances in How to Assess Reading Abilities (pp. 21-38). Lanham, MD: Rowman and Littlefield Education.

Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394.

Komorowska, H. (2017). Europejski system opisu kształcenia językowego – nowe potrzeby i nowe rozwiązania. Konińskie Studia Językowe, 5(2), 165-183. DOI: 10.30438/ksj.2017.5.2.1.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative Approaches to Second Language Acquisition (pp. 24-47). New York: Routledge.

Ministry of National Education, Centre for Education Development. (2017a). Core Curriculum for Primary Education. Foreign Languages. (Ministerstwo Edukacji Narodowej, Ośrodek Rozwoju Edukacji. (2017a). Podstawa Programowa Kształcenia Ogólnego z Komentarzem. Szkoła Podstawowa. Język Obcy Nowożytny). Retrieved January 22, 2019, from https://podstawaprogramowa.pl.

Ministry of National Education, Centre for Education Development. (2017b). Core Curriculum for Secondary Education. Foreign Languages. (Ministerstwo Edukacji Narodowej, Ośrodek Rozwoju Edukacji. (2017b). Podstawa Programowa Kształcenia Ogólnego dla Czteroletniego Liceum Ogólnokształcącego i Pięcioletniego Technikum. Język Obcy Nowożytny). Retrieved January 22, 2019, from https://podstawaprogramowa.pl.

Norrington-Davies, D. (2018). From Rules to Reasons. Practical Ideas and Advice for Working with Grammar in the English Language Classroom. Sussex: Pavilion.

North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference CEFR. Language Teaching, 49(3), 455-459. DOI: 10.1017/S0261444816000100.

Organisation for Economic Co-operation and Development. (2018). Pisa 2018 Draft Reading Literacy Framework. OECD. Paris.

Richter, T. (2015). Validation and comprehension of text information: Two sides of the same coin. Discourse Processes, 52(5-6), 337-355. DOI: 10.1080/0163853X.2015.1025665.

Thornbury, S. (2011). G is for Gist. Retrieved November 27, 2018, from https://scottthornbury.wordpress.com/tag/skimming.

van den Broek, P., Lorch, R., Linderhorm, T., & Gustafson, M. (2001). The effect of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29(8), 1081-1087.




DOI: http://dx.doi.org/10.17951/lsmll.2019.43.3.99-111
Date of publication: 2019-11-14 10:37:31
Date of submission: 2019-04-26 10:00:16


Statistics


Total abstract view - 889
Downloads (from 2020-06-17) - PDF - 445

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Karolina Kotorowicz-Jasińska, Małgorzata Krzemińska-Adamek

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.