Ewaluacja a czynniki wpływające na stopień przygotowania się uczniów do różnych form weryfikacji kompetencji językowych

Abstract

Foreign language didactics devotes significant attention to the questions of evaluation, both in theoretical and practical terms. The article, focusing upon the process of learning second foreign languages (French, Spanish, German, Russian, Italian), discusses the results of research conducted on the basis of questionnaires which asked the students of a regular high school and an art high school to evaluate their perception of the different forms of language skills assessment. Among the different language competences, students value first and foremost speaking skills, but they also value listening and reading comprehension. The majority of the students consider the amount of second foreign language classes satisfactory. The analysis of the questionnaire attempts to answer the questions considering the preferred methods of foreign language acquisition and the time devoted to preparation for the assessment of particular language skills. The majority of students indicate quizzes and written tests as their favourite methods of assessment. Surprisingly, conversation is the fifth favourite method of skills assessment. In addition to that, the article also presents the opinions of students, accounting for their subjective evaluation of the degree of difficulty of the particular language skills. Moreover, the article also raises the still-valid question concerning the students’ motivation to learn foreign languages, which also influences the results of evaluation.