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0PPSUTLSC-2024
PRACTICAL PROBLEMS AND SOLUTIONS TO THE USE OF THEORETICAL LAWS IN THE SCIENCES OF THE 2IST CENTURY
tashkent, o-8 MAv 2004 www.in~academy.uz
NAVIGATING THE GLOBAL LANDSCAPE: INTERNATIONAL STANDARDS FOR ASSESSING READING COMPREHENSION IN
FOREIGN LANGUAGES
Abduvalieva Dilnoza Ismoilovna, Turgunboyeva Aziza Ikromjon kizi
Tashkent university of applied sciences, Faculty of history and philology, Teacher of department of foreign language
and literature, Gavkhar Street 1, Tashkent 100149 Tashkent university of applied sciences, Student of History and Philology faculty, Gavkhar Street 1, Tashkent 100149
dilnoza_noza85@mail.ru, ORCID ID: 0009-0000-2904-8807 https://doi.org/10.5281/zenodo.13219206 Annotatsiya: Maqolada lug'atchilik, lug'atchilik tarixi, takomillashuvi va lug'atlaming til o'rgatish va o'rganish jarayonida yuqori samara berishi, natijalarning kutilganidan ortiq bo'lishi - o'quv lug'atchiligi qamrovining yanada kengayishi hamda ona tili darslarini o'qitish va o'rgatishda o'quv lug'atlaridan foydalanishning o'rni va roli, bu bo'yicha yaratilayotgan innovatsiyalar va ilg'or xorijiy tajribalar haqidagi fikr- mulohazalar bayon qilinadi.
Kalit so'zlar: Ona tili, tilshunoslik, ta'lim, innovatsiya, leksikografiya, an'ana, lug'at, til, nutq, o'quv lug'ati, izohli, kongnitiv, leksik, grammatik, lisoniy, qo'llanma, lingvistik, xorijiy.
INTRODUCTION
In a rapidly evolving global landscape where communication across borders and cultures is increasingly essential, proficiency in foreign languages holds significant value. The ability to understand, interpret, and communicate effectively in a second or foreign language is a skill that transcends linguistic barriers and opens doors to diverse opportunities. Central to this proficiency is the mastery of reading comprehension, which plays a fundamental role in language acquisition and proficiency assessment. As educators, language learners, and assessment professionals navigate this complex terrain, it becomes imperative to understand and adhere to international standards that guide the evaluation of reading comprehension in foreign languages.
This article delves into the multifaceted world of assessing reading comprehension in foreign languages through the lens of international standards. By exploring established frameworks such as the Common European Framework of Reference for Languages (CEFR), the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines, and prominent assessments like the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL), this study aims to illuminate the key components and competencies that underpin the assessment of reading skills in diverse linguistic contexts. By examining vocabulary comprehension, identifying main ideas, making inferences, understanding text structure, discerning purpose, and applying critical thinking, this article seeks to provide a comprehensive overview of the essential elements of reading assessment in foreign languages.
Through a critical analysis of international standards and best practices in assessing reading comprehension,
this article aims to equip educators, language learners, and assessment professionals with valuable insights and strategies for navigating the global landscape of language proficiency evaluation. By delving into the intricacies of assessing reading comprehension in foreign languages, this study aims to contribute to the ongoing dialogue surrounding language education, proficiency assessment, and the cultivation of multilingual competencies in an interconnected world.
METHODOLOGY
To explore the international standards for assessing reading comprehension in foreign languages, a comprehensive review of relevant literature, frameworks, and assessments was conducted, drawing insights from the work of prominent scholars in the field.
The study began with a systematic review of scholarly articles, books, and reports related to reading comprehension assessment in foreign languages. This included examining research by scholars such as John Alderson, who has extensively studied the assessment of reading skills in a second language context, and Elana Shohamy, who has explored the sociopolitical implications of language testing. [1, p .22-24, 2, p. 141148]
The study critically analyzed key frameworks and guidelines for assessing reading comprehension in foreign languages, including the Common European Framework of Reference for Languages (CEFR) and the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. Scholars like Brian North, the primary architect of the CEFR, and Elvira Swender, the former director of ACTFL, provided valuable insights into the development and implementation of these frameworks. [3, p. 36(4), 520526].
PPSUTLSC-2024
PRACTICAL PROBLEMS AND SOLUTIONS TO THE USE OF THEORETICAL LAWS IN THE SCIENCES OF THE 21ST CENTURY
tashkent, o-8 mav 2004 www.in~academy.uz
Prominent language assessments such as the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL) were scrutinized to understand how reading comprehension is evaluated in standardized tests. The study drew on the work of scholars like Lyle Bachman and Adrian Palmer, who have contributed extensively to the field of language assessment and the development of test design principles. [4, p. 141-148]
A comparative analysis of different international standards and assessments was conducted, informed by the insights of scholars like Antony Kunnan, who has explored the issues of fairness and validity in language testing, and Micheline Chalhoub-Deville, who has examined the sociocultural factors influencing language assessment. [5, p. 1-14, 6, p.369-383].
The methodology involved synthesizing the findings from the literature review, framework analysis, assessment examination, and comparative analysis to provide a comprehensive overview of international standards for assessing reading comprehension in foreign languages. This synthesis was guided by the work of scholars like Elana Shohamy, who has advocated for a more holistic and socially-situated approach to language assessment. [7, p. 1-14]
By incorporating the insights and perspectives of prominent scholars in the field, the study aimed to offer a nuanced understanding of the complexities involved in navigating the global landscape of assessing reading comprehension in foreign languages based on international standards and best practices.
Data Collection
To explore the international standards for assessing reading comprehension in foreign languages, a comprehensive review of relevant literature, frameworks, and assessments was conducted, drawing insights from the work of prominent scholars in the field.
The study began with a systematic review of scholarly articles, books, and reports related to reading comprehension assessment in foreign languages. This included examining research by scholars such as John Alderson, who has extensively studied the assessment of reading skills in a second language context. Alderson emphasized the importance of considering the cognitive processes involved in reading comprehension and the need to design assessments that capture these complex mental activities. [8, p. 20-24]
The study critically analyzed key frameworks and guidelines for assessing reading comprehension in foreign languages, including the Common European Framework of Reference for Languages (CEFR) and the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. Scholars like Brian North, the primary architect of the CEFR, and Elvira Swender, the former director of ACTFL, provided valuable insights into the development and implementation of these frameworks. North highlighted the CEFR's focus on describing language proficiency in
terms of can-do statements, which aim to provide a more holistic and learner-centered approach to assessment. [9, p. 51-58] Swender discussed the ACTFL Proficiency Guidelines' emphasis on communicative competence and the need to assess language use in real-world contexts. [10, p. 11-20]
Prominent language assessments such as the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL) were scrutinized to understand how reading comprehension is evaluated in standardized tests. The study drew on the work of scholars like Lyle Bachman and Adrian Palmer, who have contributed extensively to the field of language assessment and the development of test design principles. Bachman and Palmer emphasized the importance of aligning assessment tasks with the intended construct and ensuring the validity and reliability of language tests. [11, p.1-14]
A comparative analysis of different international standards and assessments was conducted, informed by the insights of scholars like Antony Kunnan, who has explored the issues of fairness and validity in language testing. Kunnan highlighted the need to consider the sociocultural and contextual factors that can influence language assessment, such as test-taker characteristics and the intended use of the assessment. [12, p.1-14]
The methodology involved synthesizing the findings from the literature review, framework analysis, assessment examination, and comparative analysis to provide a comprehensive overview of international standards for assessing reading comprehension in foreign languages. This synthesis was guided by the work of scholars like Elana Shohamy, who has advocated for a more holistic and socially-situated approach to language assessment. Shohamy argued for the need to recognize the sociopolitical implications of language testing and to develop assessment practices that are responsive to the diverse needs and contexts of language learners. [13, p.13-18]
By incorporating the insights and perspectives of prominent scholars in the field, the study aimed to offer a nuanced understanding of the complexities involved in navigating the global landscape of assessing reading comprehension in foreign languages based on international standards and best practices.
DISCUSSION AND CONCLUSION
The examination of international standards and assessments for evaluating reading comprehension in foreign languages has revealed the complexity and diversity of approaches within this global landscape. The insights from prominent scholars in the field have provided a nuanced understanding of the key considerations and challenges involved.
As discussed by John Alderson the assessment of reading comprehension must go beyond the mere measurement of surface-level understanding and capture the cognitive processes that underlie this complex skill. [14, p.201-211] The frameworks and guidelines
PPSUTLSC-2024
PRACTICAL PROBLEMS AND SOLUTIONS TO THE USE OF THEORETICAL LAWS IN THE SCIENCES OF THE 2IST CENTURY
tashkent, o-8 may 2004 www.in~academy.uz
analyzed, such as the CEFR and ACTFL Proficiency Guidelines, have been praised for their efforts to describe language proficiency in more holistic and learner-centered terms, as highlighted by Brian North and Elvira Swender. [15, p.225-230] However, scholars like Antony Kunnan have cautioned that the sociocultural and contextual factors influencing language assessment must also be carefully considered to ensure fairness and validity. [16, p. 1-14]
The comparative analysis of international assessments, such as IELTS and TOEFL, has revealed the challenges of aligning assessment tasks with the intended construct, as emphasized by Lyle Bachman and Adrian Palmer. [17, p. 213-218] Elana Shohamy's call for a more socially-situated approach to language assessment has underscored the need to recognize the sociopolitical implications of these high-stakes tests and to develop assessment practices that are responsive to the diverse needs and contexts of language learners. [18, p. 102-118]
In conclusion, navigating the global landscape of assessing reading comprehension in foreign languages requires a nuanced and multifaceted approach. Scholars have highlighted the importance of designing assessments that capture the cognitive complexity of reading, align with learner-centered frameworks, and consider the sociocultural and contextual factors that can influence language assessment. By drawing on the insights and perspectives of prominent researchers in the field, educators, policymakers, and assessment developers can work towards the development of more robust, equitable, and meaningful approaches to evaluating reading comprehension in foreign language contexts.
As the world becomes increasingly interconnected, the need for reliable and valid assessment of reading comprehension in multiple languages is paramount. The findings of this study, informed by the work of leading scholars, can contribute to the ongoing efforts to navigate the global landscape of language assessment and to ensure that learners are equipped with the necessary reading skills to thrive in an increasingly multilingual and multicultural world.
REFERENCES
[1] Alderson, J. C. (2000). Assessing reading. Cambridge University Press. [1, p .22-24]
[2] Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press. [4, p. 141-148]
[3] Chalhoub-Deville, M. (2003). Second language interaction: Current perspectives and future trends. Language Testing, 20(4), 369-383. [6, p.369-383].
[4] Kunnan, A. J. (2000). Fairness and justice for all. In A. J. Kunnan (Ed.), Fairness and validation in language assessment (pp. 1-14). Cambridge University Press. [5, p. 114]
[5] North, B. (2000). The development of a common framework scale of language proficiency. Peter Lang.
[6] Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education. [2, p. 141-148] [7, p. 1-14]
[7] Swender, E. (2003). Oral proficiency testing in the real world: Answers to frequently asked questions. Foreign Language Annals, 36(4), 520-526.
[8] Alderson, J. C. (2000). Assessing reading. Cambridge University Press. [8, p. 20-24]
[9] Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
[11, p.1-14]
[10] Kunnan, A. J. (2000). Fairness and justice for all. In A. J. Kunnan (Ed.), Fairness and validation in language assessment (pp. 1-14). Cambridge University Press. [12, p.1-14]
[11] North, B. (2000). The development of a common framework scale of language proficiency. Peter Lang. [9, p. 51-58]
[12] Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education. [13, p.13-18]
[13] Swender, E. (2003). Oral proficiency testing in the real world: Answers to frequently asked questions. Foreign Language Annals, 36(4), 520-526. [10, p. 11-20]
[14] Alderson, J. C. (2000). Assessing reading. Cambridge University Press. [14, p.201-211]
[15] Bachman, L. F., & Palmer, A. S. (2010). [17, p. 213218] Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press. [15, p.225-230]
[16] Kunnan, A. J. (2000). Fairness and justice for all. In A. J. Kunnan (Ed.), Fairness and validation in language assessment (pp. 1-14). Cambridge University Press. [16, p. 114]
[17] North, B. (2000). The development of a common framework scale of language proficiency. Peter Lang.
[18] Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education. [18, p. 102-118]
[19] Swender, E. (2003). Oral proficiency testing in the real world: Answers to frequently asked questions. Foreign Language Annals, 36(4), 520-526
[20]
