Araştırma Makalesi
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İngilizce Lisans Yerleştirme Sınavı (LYS-5) Alt Bölümleri Üzerine Bir Araştırma

Yıl 2021, Cilt: 11 Sayı: 13, 1 - 17, 30.09.2022

Öz

Dil o kadar üretimsel ve sürekli gelişen bir öğe ki dilin ne anlama geldiğini ve nasıl değerlendirileceğini tanımlamak gerçekten zordur. Aslında, dil becerisi ve dilin doğası hakkında bir anlayış geliştirmek, dil değerlendirmesini aydınlatabilir. Bunun nedeni, herhangi bir dil yeterliliği testinin görünüşte test geliştiricilerinin dil yapısını nasıl tanımlayıp tanımladığına bağlıdır. Son yirmi yılda, katılanlar için önemli sonuçları olan İngilizce sınavlarına verilen önem artmıştır, çünkü bu sınavların sonuçları sınav katılımcısının üniversitesine veya okula kabul edilmesine karar verirken kullanılır. Bu çalışma, Türkiye'deki İngilizce lisans yerleştirme sınavının alt bölümlerini, testteki öğelerin biçimini ve gerçekte neyi ölçtüklerini (örn. çoktan seçmeli okuduğunu anlama, çeviri, kelime bilgisi, dil bilgisi vb.) ve testteki çoktan seçmeli çeviri öğelerinin açık uçlu çeviri öğeleri kadar iyi olup olmadığı araştırmaktadır. Açımlayıcı faktör analizlerinin ve döndürülmüş bileşen matrisinin sonuçları, kelime bilgisinin ve dilbilgisinin, test tarafından ölçülen ve “dilbilgisi ile ilgili”, “kelime ile ilgili” ve “genel yetenek” olabilecek üç faktör tarafından paylaşılabileceğini göstermiştir. Ayrıca, çoktan seçmeli çeviri puanları, açık uçlu çeviri testinin puanları ile uyuşmamıştır. Bu makale, test geliştiricilerinin daha iyi ve yüksek kaliteli testler geliştirebilmeleri için LYS-5 gibi katılanlar için önemli sonuçları olan dil sınavları üzerinde daha fazla çalışmaları ve odaklanmaları gerektiğini vurgulamaktadır.

Kaynakça

  • Bachman, L. F. (1990). Fundamental Considerations in Language Testing, New York: Oxford University Press.
  • Bachman, L. & Palmer, A. (2010). Language Assessment in Practice, Great Britain: Oxford University Press.
  • Birjandi, P. & Farahzad F. (2010). The ability to translate and foreign language proficiency, Perspectives: Studies in Translatology, 5:2, 191-199.
  • Brown, J. D. (2005). Testing in Language Programs: A Comprehensive Guide to English Language Assessment, New York: McGraw-Hill.
  • Brown, H. D. & Abeywickrama P. (2010). Language Assessment Principles and Classroom Practices, USA: Longman.
  • Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing, Applied Linguistics, 1(1), 1-47.
  • Campbell, S. (1998). Translation into the Second Language, New York: Addison Wesley Longman
  • Carrell, P. L. (1991). Second Language Reading: Reading Ability or Language Proficiency? Applied Linguistics, 12 (2): 159-179.
  • Carroll, J. B. (1961). Fundamental considerations in testing for English language proficiency of foreign students. In Testing English proficiency of foreign students. Washington, D. C.: Center for Applied Linguistics. Also reprinted in H. B. Allen & R. N. Campbell (Eds.), Teaching English as a second language: A book of readings (2nd ed. ). 1972. New York: McGraw-Hill Book Company.
  • Cho, H. J., & Han, J. (2018). Teaching to the High-stakes Testing in Second Language Learning. INTESOL Journal, 15(1), 49-65.
  • Dawadi, S. (2021). Factors affecting washback of a high-stakes English as a foreign language test. The Electronic Journal for English as a Second Language, 25(3), 1-16.
  • Dong, M. (2020). Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test. Studies in Educational Evaluation, 64, 100824.
  • El-Banna & Adel, I. (1993).The Development and Validation of a Multiple-Choice Translation Test for ESL College Freshmen ERIC database.
  • Farhady, H. (1980a). Justification, development, and validation of functional language testing. Ph.D. dissertation, University of California, Los Angeles.
  • Farhady, H. (1982). Measures of Language Proficiency from the Learner’s Perspective. TESOL Quarterly, 16 (1):44-60. Kern, R. G. (1994). The Role of Mental Translation in Second Language Reading, Studies in Second Language Acquisition, 16 (4), p. 441-461.
  • Khanmohammad, H. & M. Osanloo. (2009). Moving toward Objective Scoring: A Rubric for Translation Assessment JELS, 1 (1): 131-153.
  • Li, C., Kruger, L. J., Beneville, M., Kimble, E., & Krishnan, K. (2018, September). The Unintended Consequences of High-Stakes Testing on English-Language Learners: Implications for the Practice of School Psychology. In School Psychology Forum 12 (3).
  • Pickett, G. D. (1968). A Comparison of Translation and Blank-filling as Testing Techniques, ELT J, 23 (1): 21-26.
  • Salem, I. (2012). L1–L2 sentence translation in classroom grammar tests, ELT J (2012) 66 (2): 147-155.
  • Sayın, B., Aslan, M. (2016). The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. Participatory Educational Research, 3 (1), 30-39. DOI: 10.17275/per.16.02.3.1
  • Shohamy, E.(1984). Does the testing method make a difference? The case of reading comprehension. Reading Research Quarterly, 17, 229-255.
  • Stansfield, C., Scott, M. L.& Kenyon, D. M. (1992). The Measurement of Translation Ability. The Modern Language Journal, 76 (4), 455-467.
  • Yıldırım, Ö. (2010). Washback Effects of a High-Stakes University Entrance Exam: Effects of the English Section of the University Entrance Exam on Future English Language Teachers in Turkey. The Asian EFL Journal Quarterly, 12 (2), 92-116.
  • Ying, Z. & Liying, C. (2008). College English Test (CET) in China, Language Testing, 25 (3), p. 408-417.

An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5)

Yıl 2021, Cilt: 11 Sayı: 13, 1 - 17, 30.09.2022

Öz

Language is so generative and continuously evolving that defining what is meant by language and how to assess it are real challenges. In essence, developing an understanding of language ability and the nature of language can enlighten language assessment. The reason is that any test of language proficiency seemingly depends on how test developers define and describe the language construct. In the last two decades, the importance attached to high-stakes exams of English has risen because the results of these exams are used while making decisions regarding a test taker’s university or school admission. The aim of this study is to investigate the subsections of undergraduate placement examination of English (LYS-5) in Turkey by describing the form of the items in the test and what they are actually measuring (e.g. multiple-choice items of reading comprehension, translation, vocabulary, grammar, and etc.) and whether the multiple-choice translation items in the test are as good as open-ended translation items. The results of the exploratory factor analyses and the rotated component matrix indicated that vocabulary and grammar are all shared by those three abilities (factors) measured by the test, which could be grammar-related, vocabulary-related, and overall-ability. Besides, multiple-choice translation scores did not correlate with the scores of the open-ended translation test. The paper suggests that test developers need to study and focus more on high-stakes language exams like LYS-5 so that better and high-quality tests can be developed.

Kaynakça

  • Bachman, L. F. (1990). Fundamental Considerations in Language Testing, New York: Oxford University Press.
  • Bachman, L. & Palmer, A. (2010). Language Assessment in Practice, Great Britain: Oxford University Press.
  • Birjandi, P. & Farahzad F. (2010). The ability to translate and foreign language proficiency, Perspectives: Studies in Translatology, 5:2, 191-199.
  • Brown, J. D. (2005). Testing in Language Programs: A Comprehensive Guide to English Language Assessment, New York: McGraw-Hill.
  • Brown, H. D. & Abeywickrama P. (2010). Language Assessment Principles and Classroom Practices, USA: Longman.
  • Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing, Applied Linguistics, 1(1), 1-47.
  • Campbell, S. (1998). Translation into the Second Language, New York: Addison Wesley Longman
  • Carrell, P. L. (1991). Second Language Reading: Reading Ability or Language Proficiency? Applied Linguistics, 12 (2): 159-179.
  • Carroll, J. B. (1961). Fundamental considerations in testing for English language proficiency of foreign students. In Testing English proficiency of foreign students. Washington, D. C.: Center for Applied Linguistics. Also reprinted in H. B. Allen & R. N. Campbell (Eds.), Teaching English as a second language: A book of readings (2nd ed. ). 1972. New York: McGraw-Hill Book Company.
  • Cho, H. J., & Han, J. (2018). Teaching to the High-stakes Testing in Second Language Learning. INTESOL Journal, 15(1), 49-65.
  • Dawadi, S. (2021). Factors affecting washback of a high-stakes English as a foreign language test. The Electronic Journal for English as a Second Language, 25(3), 1-16.
  • Dong, M. (2020). Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test. Studies in Educational Evaluation, 64, 100824.
  • El-Banna & Adel, I. (1993).The Development and Validation of a Multiple-Choice Translation Test for ESL College Freshmen ERIC database.
  • Farhady, H. (1980a). Justification, development, and validation of functional language testing. Ph.D. dissertation, University of California, Los Angeles.
  • Farhady, H. (1982). Measures of Language Proficiency from the Learner’s Perspective. TESOL Quarterly, 16 (1):44-60. Kern, R. G. (1994). The Role of Mental Translation in Second Language Reading, Studies in Second Language Acquisition, 16 (4), p. 441-461.
  • Khanmohammad, H. & M. Osanloo. (2009). Moving toward Objective Scoring: A Rubric for Translation Assessment JELS, 1 (1): 131-153.
  • Li, C., Kruger, L. J., Beneville, M., Kimble, E., & Krishnan, K. (2018, September). The Unintended Consequences of High-Stakes Testing on English-Language Learners: Implications for the Practice of School Psychology. In School Psychology Forum 12 (3).
  • Pickett, G. D. (1968). A Comparison of Translation and Blank-filling as Testing Techniques, ELT J, 23 (1): 21-26.
  • Salem, I. (2012). L1–L2 sentence translation in classroom grammar tests, ELT J (2012) 66 (2): 147-155.
  • Sayın, B., Aslan, M. (2016). The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. Participatory Educational Research, 3 (1), 30-39. DOI: 10.17275/per.16.02.3.1
  • Shohamy, E.(1984). Does the testing method make a difference? The case of reading comprehension. Reading Research Quarterly, 17, 229-255.
  • Stansfield, C., Scott, M. L.& Kenyon, D. M. (1992). The Measurement of Translation Ability. The Modern Language Journal, 76 (4), 455-467.
  • Yıldırım, Ö. (2010). Washback Effects of a High-Stakes University Entrance Exam: Effects of the English Section of the University Entrance Exam on Future English Language Teachers in Turkey. The Asian EFL Journal Quarterly, 12 (2), 92-116.
  • Ying, Z. & Liying, C. (2008). College English Test (CET) in China, Language Testing, 25 (3), p. 408-417.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ece Genç-yöntem 0000-0002-3871-184X

Erken Görünüm Tarihi 31 Aralık 2021
Yayımlanma Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 13

Kaynak Göster

APA Genç-yöntem, E. (2022). An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5). Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 11(13), 1-17.
AMA Genç-yöntem E. An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5). EDU7. Eylül 2022;11(13):1-17.
Chicago Genç-yöntem, Ece. “An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5)”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 11, sy. 13 (Eylül 2022): 1-17.
EndNote Genç-yöntem E (01 Eylül 2022) An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5). Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 11 13 1–17.
IEEE E. Genç-yöntem, “An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5)”, EDU7, c. 11, sy. 13, ss. 1–17, 2022.
ISNAD Genç-yöntem, Ece. “An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5)”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 11/13 (Eylül 2022), 1-17.
JAMA Genç-yöntem E. An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5). EDU7. 2022;11:1–17.
MLA Genç-yöntem, Ece. “An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5)”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, c. 11, sy. 13, 2022, ss. 1-17.
Vancouver Genç-yöntem E. An Investigation of the Subsections of Undergraduate Placement Examination of English (LYS-5). EDU7. 2022;11(13):1-17.

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