Errors as indicators of writing task difficulty at the Slovene general matura in English. (4th May 2021)

• Record Type: Journal Article
• Authors: Dobrić, Nikola; Sigott, Günther; Ilc, Gašper; Lazović, Vesna; Cesnik, Hermann; Stopar, Andrej
• Is Part Of: International journal of applied linguistics. Volume 31:Number 3(2021)
• Page Start: 475
• Page End: 491
• Publication Date: 2021-05-04
• Subjects: assessment -- General Matura in English -- language accuracy -- Scope‐Substance error taxonomy -- Slovene Matura -- task complexity -- task difficulty -- writing -- pisno sporočanje -- ocenjevanje -- slovenska matura -- izpit iz angleščine na splošni maturi -- težavnost naloge -- kompleksnost naloge -- jezikovna pravilnost -- taksonomija napak glede na obseg in vsebino; Applied linguistics -- Periodicals; 410
• DOI: 10.1111/ijal.12345
• Languages: English
• ISSNs: 0802-6106

Abstract

Abstract: Task difficulty is an important but complex phenomenon in Applied Linguistics, for which there is relatively little empirical research. This article discusses approaches to defining task difficulty and focuses on objective task difficulty derived from ratings of performances and on difficulty derived from an error count in the performances, thus taking errors as indicators of writing task difficulty. Errors are described in terms of the Scope–Substance error taxonomy in writing performances from the Slovene General Matura examination in English. The most frequent errors are located at word and phrase level. Generally, error frequency decreases as writing proficiency increases, but some error types do not conform to this trend. This is the case for punctuation errors, which gain prominence at higher levels of mastery. The results of this study are relevant for assessment, particularly for rating scale development or revision, and for rater training. They are equally relevant for teaching, since knowing sources of difficulty in tasks is a prerequisite for effective pedagogical action. More generally, if applied to performances based on a wider range of tasks, viewing errors as indicators of difficulty can lead to a better understanding of difficulty‐generating task features. Povzetek: Težavnost nalog je pomemben, a zapleten pojav v uporabnem jezikoslovju, o katerem je razmeroma malo empiričnih raziskav. Prispevek obravnava pristope k opredeljevanju zahtevnosti nalog pri preverjanju pisnega sporočanja. Osredinjen je na njihovo objektivno zahtevnost, ki izhaja iz točkovnih ocen pisnih izdelkov in iz števila napak v izdelkih, kar pomeni, da napake obravnava kot kazalec zahtevnosti nalog. Napake opredeli po taksonomiji obseg‐vsebina in jo uporabi za ocenjevanje pisnih izdelkov na izpitu iz angleščine na slovenski splošni maturi. Najpogostejše napake se pojavljajo na ravni besed in besednih zvez; večinoma se njihova pogostnost zmanjša z naraščanjem pisne zmožnosti, vendar nekatere vrste napak ne sledijo temu trendu. Tak je primer napak v rabi ločil, ki so pogostejše na višjih ravneh znanja. Rezultati študije so pomembni za ocenjevanje, predvsem za razvoj in prenovo ocenjevalnih lestvic, pa tudi za usposabljanje ocenjevalcev. Dognanja so pomembna tudi za poučevanje, saj je razumevanje razlogov za zahtevnost predpogoj za učinkovito pedagoško delo. Širše gledano lahko napake uporabimo kot kazalec zahtevnosti tudi pri drugih vrstah nalog in s tem izboljšamo prepoznavanje in razumevanje tistih lastnosti nalog, ki prispevajo k njihovi zahtevnosti.