Introduction

1. Goals of control

   Control functions

   Control types

   Forms of control

   Control requirements

Chapter II . Modern types of control

2.1

III findings

List of used literature

Introduction.

The urgency of the problem of control is associated with the achievement in recent times certain successes in the implementation of the practical role of teaching a foreign language at school.

Controlling the level of foreign language skills and abilities is an integral part of the learning process foreign languages at school. The quality of the lesson as a whole and the level of formation of communicative competencies depend on the correct organization of control.

Control in foreign language lessons can pursue different goals, but in all cases it is not an end in itself and allows you to improve the learning process, replace ineffective teaching methods and methods with more effective ones, create more favorable conditions for correcting and improving practical language proficiency, for educating students by means of a foreign language. language.

When preparing for a lesson, the teacher must remember that the search for the necessary forms of control and its organization is the most important task of the teacher. Each teacher should have his own control system, it should include a variety of means and methods of work so that students understand that the teacher constantly monitors their progress, the level and quality of knowledge acquisition.

Speaking about the discipline "Foreign Language", it should be noted that the main component of the content of teaching it is not so much knowledge as skills and abilities. When they are formed, such a method of learning as reinforcement comes to the fore. The successful formation of a skill, and, consequently, a skill, is impossible without the student not knowing whether his actions are correct or not. Without receiving such information from the outside, mainly from the teacher, he assesses his own actions, which often reinforces erroneous actions and forms incorrect skills in schoolchildren. When forming speech skills and abilities, the teacher should give an assessment of the student's actions. Evaluation of student actions is reinforcement. But it is impossible to carry out reinforcement without observing the actions of the student or without getting acquainted with their results. In addition, in order for the assessment to be correct, qualified observation is necessary, which, in fact, is control.

From what has been said, it is clear why control in learning is of particular importance and requires a more complete theoretical justification.

The purpose of this work is to reveal an integrated approach to the control system in training and to identify the main means of its implementation.

Chapter I. Control in teaching a foreign language

1 .1 Control objectives

Control is the determination of the level of language proficiency achieved by students for a certain period of study. Control is a part of the lesson during which the teacher evaluates how students have learned the material and can use it for practical purposes. Control allows:

1) the teacher to receive information: a) on the results of the work of a group of students as a whole and each student individually; b) about the results of their work (to find out how effective training methods are, to identify failures in work, which allows you to make changes to the training program);

2) students: a) increase motivation in learning, as control indicates success or failure in work; b) study more diligently, make adjustments to their educational activities.

Objects of control in the classroom are: a) knowledge and skills formed on their basis (language competence); b) the ability to use the acquired knowledge and skills in various situations of communication (communicative competence); c) knowledge of the country of the language being studied and the national characteristics of the speech behavior of its speakers (sociocultural competence).

The nomination of communicative competence as the main practical goal of teaching a foreign language contributed to the definition of speech skills as the main final object of control, and knowledge of language material was considered mainly as an object of current control. At the same time, in the process of monitoring the level of language proficiency, one should focus not on the absolute, but on the relative correctness of speech. At the same time, the achieved level of language proficiency will be evidenced by: a) the ability to adequately express thoughts in a given speech situation; b) the relative correctness of using the means of languages ​​in the construction of an utterance.

Control in the classroom should reflect the specifics of a foreign language as subject. The assimilation of a foreign language involves, first of all, mastering the ways of using the language in various types of speech activity and areas of communication. Consequently, speech skills are the leading object of control in language classes.

1.2 Control functions

Control, like all other components of the educational process, performs certain functions. The functions of control are the components of the work that the receptive-comparative actions of the controller are called upon to perform. In this regard, it makes sense to analyze the control functions identified by some methodologists.
1. Feedback function
The control function, which consists in obtaining information about the level of students' preparation, can be called a feedback function.
The feedback function is extremely important: it allows the teacher to manage the learning process, act meaningfully and systematically provide students with reinforcement.

2. stimulating function.
We must not forget another important role played by control. It is known that students specially prepare for the control, for the offset, for the exam.

In a word, the presence or expectation of control stimulates the learning activities of students, is an additional motive for their learning activities.

3. Teaching function.

One of the important control functions is the learning function. This means that control by one's own means, and first of all by control tasks, should contribute to the realization of learning objectives. Tasks and material of any exercise can be used both for training and for control. This is especially evident in the receptive types of speech activity - in reading and listening. Tasks used to test understanding of a read or listened to text also contribute to the formation of communicative skills to extract information from the text, i.e., they perform the function of learning.

4. managerial function.

The teaching function is closely related to the managerial function. This function allows not only to correct the actions of the student, but also to make changes to the structure and content of the educational process, to correct the educational program, curricula. If the teaching and management functions successfully interact, then there is a stronger assimilation of knowledge, skills and abilities, and the culture of the mental activity of the trainees increases.

5. diagnostic function.

This function allows you to determine the level of proficiency in foreign language knowledge, skills and abilities at a particular stage of training. Diagnostics allows not only to identify gaps in the preparation of students, but also to establish the causes of gaps, to obtain information about the nature of the difficulties encountered by students. By diagnosing learning, you can build further work depending on its results, differentiate and individualize learning.

6 .Evaluation function.

On the one hand, the process of activity is evaluated, a judgment is made about the quality of its course, about the degree of activity or inactivity of the trainees. On the other hand, the results of the activities of both the teacher and the students are evaluated. Assessment, namely assessment itself, can internally stimulate learners in their learning activities. Thus, the motivation of educational and cognitive activity is determined by the evaluation function of control, which must be taken into account when organizing and conducting it.

7.Educating and developing functions.

One of the most important functions of control are educating and developing functions. In addition to establishing the actual level of assimilation of the material, control develops such personality traits as independence, perseverance, purposefulness, critical thinking, self-control. Control also develops memory, attention, perception, etc. The educational function of control as a whole is concomitant, but can also be dominant when, for example, a teacher seeks to accustom individual students to systematic work, tries to influence them psychological features(to develop will, memory, etc.).

1.3 Types and types of control.

As types of control used in foreign language lessons:

Current control - is carried out at each lesson;

Thematic control - provides for checking the assimilation and mastery of the relevant skills and abilities by students as a result of studying the topic.

Intermediate control - is carried out at the end of lessons, a quarter, half a year;

Final control - carried out at the end school year;

State control - carried out at the end of the basic course of study, from the 2008-2009 academic year - this is the State Examination and the Unified State Examination in a foreign language.

Control types allocate the following;

External - carried out by the teacher on the student's activities;

mutual - carried out by students on the activities of a classmate;

self-control - carried out by students over their own activities.

Paying tribute to the external type of control, it should be noted that it is impossible to achieve success in work without effective self- and mutual control.

1.4 Forms of control.

Distinguish controlindividual and frontal .

front shape - one of the main organizational forms of control in training. It allows you to comply with the basic rules of control - the regularity and maximum coverage of students per unit of time. At the same time, the appeal to the whole class is essential, activating the activity of each student. This is a "duty", regular form of control, which can be carried out several times during the lesson. Frontal control can be carried out both orally and in writing. The oral form of control prevails. In order to organically include frontal control in the lesson and limit the time for its implementation, it is recommended to use test methods designed for 5-7 minutes.
How should the work of students be evaluated under such control? Addressed simultaneously to the whole class, it assumes only a short, often fragmentary response from each individual student, which is not always sufficient to receive an assessment in the form of a point. More appropriate, therefore, is scoring. The teacher informs the students that a certain amount of points received in two or three lessons during frontal work entitles them to a point. The advantage of frontal control is that it keeps the whole team in suspense, the students know that at any second they can be asked, their attention is focused, their thoughts are concentrated around the work that is being done. Therefore, a frontal survey is, of course, more perfect form checks.

In order to test the ability of students to conduct a conversation in a foreign language or speak on a topic studied, it is necessaryindividual control , in which it would be possible to call one student (in the case of testing monologue speech) or two students (in the case of testing dialogic speech skills) and listen to their statements or conversation. Mainly individual control general education school is carried out orally and is accompanied by an assessment in the form of a score with the obligatory teacher's commentary, relating primarily to the content side of speech.

1.5 Inspection requirements

1) Control should be regular.
2) Control should cover the maximum number of students per unit of time. Therefore, in each individual case, it should not take much time.
3) The volume of controlled material should be small, but representative enough so that by the degree of its assimilation / non-acquisition, possession / non-ownership by students, it can be judged whether they have acquired the necessary skills and abilities.
4) Since teaching and control are organically linked, when conducting control, one should start from the specific tasks of the lesson.

Chapter II . Modern types of control.

2.1 Tests as a form of control in teaching foreign languages

According to many researchers, testing is the most promising for creating a control system that meets the requirements put forward by the modern education system. Pedagogical testing occupies an important place in modern teaching methods. It is the subject of research by many specialists (V.S. Avanesov, V.I. Vasiliev, I.Ya. Lerner, A.N. Maiorov, N.N. Nokhrina, M.B. Chelyshkova, V.A. Shukhardina, etc.).

It should be noted that testing has gained recognition in our country and has become a generally accepted form of both current and final control, which was a natural result of the long path of development of pedagogical testing in general and linguodidactic testing in particular.

The basics of linguodidactic testing are quite fully considered in Russian works (S.R. Baluyan, L.V. Bankevich, V.A. Kokkota, A.A. Leontiev, O.G. Polyakov, I.A. Rapoport, M.V. Rosenkranz, R. Selg, V.N. Simkin, I. Sotter, I.A. Tsaturova) and foreign testologists (S. J. Alderson, L.F. Bachman, M. Chalhoub-Deville, N.E. Gronlund, A. Hughes , B. Spolsky). The main methodological issues of linguodidactic testing are the criteria for selecting content for the test, methods for experimental testing of tests to determine the difficulty of tasks, validity and reliability and methods for their determination, principles for interpreting the characteristics obtained.

In a narrow sense, testing is a form of control (and learning) through the administration and use of a test.

The test can be used to conduct both current, thematic, and midterm and final control, to a large extent eliminating subjectivity in assessments and reducing the time spent by the teacher on checking assignments.

In the practice of teaching foreign languages, the test as a form of control performs all the functions discussed above.

The specificity of the test as a form of control is as follows:

1. The test is carried out under equal conditions for all subjects: they work with the same volume and complexity of material at the same time.

2. The test is characterized by qualimetric qualities. The results of the test tasks are compared with pre-prepared standards (keys), which makes it easy and accurate to establish the correctness or erroneousness of actions. These results are quantifiable in points according to a certain scale. Thus, the qualimetric qualities of the tests make it possible to ensure the objectivity and uniformity of the test, the independence of the evaluation of the results from the personal judgments of the tester.

3. The clear definition of the forms and content of the task and the entire structure of the test makes test control economical, i.e., it allows you to simultaneously check a large group of students and a significant amount of material for each test subject.

4. Careful preparation of the test in accordance with certain developed rules and preliminary experimental verification to improve the test edition.

5. Strict regulation of the testing procedure.

In order for a foreign language test to be a qualitative measure, it must have a number of characteristics. Among them, the most important are validity, reliability, economy, authenticity.

The structure of the test must also meet certain requirements.

The test should contain general instructions, instructions for the examiner on how to conduct the test, instructions for a specific task or group of tasks, united by one basis (text, picture, etc.) or one task, the actual test tasks.

Closed form assignments (with a choice of answers) involve choosing an answer from several proposed options. Variants of incorrect answers are called distractors, distracting answers. These tasks are widely used in the practice of mass testing. The main advantages of multiple choice assignments are related to the speed of testing, the ease of calculating the final scores of students. The disadvantages of closed-form tasks include the effect of guessing the correct answer, which is typical for poorly prepared students when answering the most difficult test tasks. However, multiple choice tests require not simple substitution, but a choice based on a conscious analysis of the proposed answer options.

A feature of alternative choice tasks is that the question should be formulated in the form of a statement, since it implies agreement or disagreement, which can be attributed to the statement.

The disadvantage of alternative choice tasks is the high probability of guessing the correct answer, which reduces the reliability of the test.

Multiple choice tasks involve choosing one (correct) answer from several options.

Multiple choice items can be used to test vocabulary skills, grammar skills, reading and listening skills.

Tasks to establish the correct sequence are aimed at checking the quality of the performance of verbal and mental operations, actions, at establishing the logic of the development of the plot, events. In the task, in an arbitrary, random order, elements related to a specific task are given.

Compliance tasks. This form of tasks is aimed at establishing a correspondence between the elements of two or more sets (lists, series). Matching tasks are used, as a rule, in tests on vocabulary, phonetics, grammar, reading, and listening comprehension.

Open Form Tasks suggest independent construction of the answer without relying on the proposed options. These include tasks of two types: tasks for the addition or substitution of a missing word, word form, phrase or phrase (i.e., tasks with a short answer) and tasks with a freely constructed answer for a given situation (i.e., tasks with a detailed answer).

2.2 Use computer technology in foreign language testing

One of the actively developing and promising areas in the modern methodology of teaching foreign languages ​​is the use of computer technology to control the level of formation of speech skills and abilities.

Computer testing makes it possible to integrate text, graphic, sound and video information in test tasks, as well as to fully automate the process of conducting a control measurement.

Computer testing allows:

- quickly process the input information;

- provide prompt feedback, which enables the subject to constantly and immediately receive reinforcement for the correctness of the answer, and the teacher - to carry out phased or operational control of the actions of the testee;

- increase the testee's motivation, since when working with a computer program there is an element of unusualness, similar to a game situation, a spirit of competition with a computer appears;

- significantly save time and costs for organizing and conducting testing.

The computer can prepare the subject for passing the test - to instruct. AT computer program includes information about the method of working with the test: recommendations on the technology of the test, data on the time of testing, the assessment procedure, etc. Preparation for the test may also include training explaining how to respond to certain tasks, avoid random related to the language and speech competence of the test person) errors, develop the necessary temporal stereotypes.

The next step is to conduct a testing session using a computer. The key problem of this stage is the duration of the work. Therefore, it is important to include in the computer program for testing the display, accounting and control of the allotted, spent and remaining time for the test subject.

After completing the test tasks, the stage of processing answers and scoring begins.

The use of a computer allows statistical analysis of information, i.e., on the one hand, to provide information about the test participants, on the other hand, which is most important at the present stage of development of linguodidactic testing, to collect data on the quality of test materials.

The computerized control system opens up wide opportunities for individualization of the process of mastering knowledge by trainees. The principle of individualization of learning underlies adaptive testing. Adaptive testing is a control that allows you to adjust the difficulty and number of tasks presented to each student depending on his answer to the previous task: in case of a correct answer, the student will receive a more difficult next task, in case of an incorrect answer, the task is easier than the previous one3. The adaptive testing mode (and not only testing, but also teaching) involves a set of tasks in a test form that require the student to work to the limit of their abilities and thereby ensure the maximum effect. The use of tasks corresponding to the student's level of training in adaptive testing improves the accuracy of measurements and reduces the time of individual testing.

Based on the analysis of the results of adaptive testing, it is possible to build the learning process from the standpoint of a student-centered approach, i.e., to select learning tasks at the optimal level of difficulty for each student. It is known that easy tasks do not contribute to development, and difficult ones reduce the motivation for learning. Therefore, the optimal level of difficulty4 of tasks in testology is considered to be 50%.

So, computer testing, along with training, is today one of the main methods of new information technology for assessing the level of foreign language proficiency.

2.3 Unified state exam in a foreign language

In 2008, the experiment on the introduction of the unified state exam (USE) ended, and since 2009, the USE has become mandatory for all graduates and those wishing to enter universities. The purpose of this exam is to determine the level of knowledge of students in the subject, set by the standard in foreign languages ​​(criteria aspect), and differentiate them by the level of preparation for selection for admission to higher educational institutions (normative aspect). In the Russian Federation, only the Federal Institute of Pedagogical Measurements (FIPI) is engaged in the creation of variants of control measuring materials (CMM) for the Unified State Examination in 13 general education subjects. The annual CMM development procedure consists of several stages, including multiple external reviews of individual test items and entire options. All test USE assignments are stored in the Federal Bank of Exam Materials (FBEM). To replenish the bank with test tasks, the competition "Control measuring materials and test tasks for the unified state exam" is organized annually. Replenishment of the bank with the necessary test materials is also carried out on the basis of a target order. There are currently over 100,000 tasks in FBEM.

By decision of the Collegium of the Ministry of Education and Science of the Russian Federation, every year, after the exam, FIPI opens several options for all general education subjects.

The specifics of the subject "Foreign Language", namely its focus on interpersonal and intercultural interaction / communication, its multi-level and multi-purpose nature, including various types of speech activity: speaking, listening (listening), reading and writing; linguistic means (phonetic, lexical, grammatical) and socio-cultural knowledge and skills, as well as the integrativity of the content of foreign language communication affecting various areas of communication (family and household, educational and labor, socio-cultural, etc.) determines the choice of objects of control of different levels of complexity when conducting final certification of graduates.

Thus, the main objects of control are the above types of speech activity (speech competence), language knowledge and skills (language competence), sociocultural knowledge and skills (sociocultural competence), which constitute the integrative goal of learning - communicative competence.

Examination work in a foreign language consists of two parts: written and oral, differing in purpose, content, types of tasks. The speech competence of students in listening, reading and writing, as well as language competence (lexical and grammatical skills) are tested in writing.

Speaking skills (in dialogic and monologic form) are tested in the process of direct oral communication between the graduate and the examiner. Sociocultural knowledge, skills and abilities are tested indirectly through the content of texts for listening and reading, as well as through the topics of oral and written speech. At the same time, the ability of students to comply with the norms of oral and written speech adopted in the country of the language being studied is important.

In order to differentiate graduates by the level of foreign language proficiency and for selection to universities, in addition to basic level tasks, tasks of an increased and high level of complexity are included in both parts of the examination work in accordance with the State Educational Standard (basic and profile levels). The basic, advanced and high levels of complexity of the USE assignments correlate with the levels of foreign language proficiency defined in the documents of the Council of Europe (Pan European language competencies: Study, teaching, assessment. MSLU, 2003) as follows:

Basic level - A2

Advanced level - B1

High level - B 2

The level of difficulty of tasks is determined by the levels of complexity of the language material and the skills being tested, as well as the type of task.

Examination work in a foreign language consists of four sections, including 46 tasks. At the end of the tasks, you must transfer the answers to the answer sheets. When completing tasks from the "Writing" section, draft notes are made directly on the sheet with tasks (they are not graded), and only the full answer is entered in the answer sheet.

The net time of the exam per person (excluding waiting time and briefing) is 180 minutes.

III. Findings.
When considering questions of the organization of control, we must first of all distinguish between control, merged with learning, and control, separated from learning - control, as a special task of the lesson. The first type of control is used both when performing preparatory and speech exercises, the second type is used only to control speech skills.
When teaching a foreign language, both oral and written forms of control can be used, but preference should be given to oral forms.
In language teaching and in control merged with learning, frontal forms of work are most appropriate, while testing skills in speaking, reading and writing require individual forms. Individual control in these cases should be combined with frontal control. The use of technical means helps to eliminate the shortcomings of individual control when checking oral speech.
Control will be carried out at the proper level only if such requirements as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met.
The methodology of teaching foreign languages ​​has significant theoretical baggage and practical experience in the organization of control. Modern tendencies curricula involve strengthening the communicative approach to teaching foreign languages. Therefore, now control is more often considered from the point of view of focusing students' attention on a purely controlling or teaching function, on the semantic side of speech or on its "building material". Therefore, the content and organization of the control of speech skills are considered in close unity with the control of their material basis, i.e., language material.
This perspective helps the teacher to organically include control in the lesson, focusing on the new assessment standards, and this, in turn, will increase the effectiveness of teaching a foreign language as a whole.

The most modern and increasingly used types of control are currently testing and computer testing.

The problem of control constantly attracts the attention of teachers and methodologists, since it contains various and far from exhausted opportunities for educative education.

Bibliography

Bim I. L. Methods of teaching foreign languages ​​as a science and problems of a school textbook. M., 1974

Gorchev.Yu. Objects, levels and methods of control//Foreign language at school. M., 1984. No. 6 p. 68-72.

Denisova L.G., Simkin V.N. On the final control of learning a foreign language. M., 1995

Elukhina N.V., Tikhomirova E.V. Control of oral informal communication in a foreign language // Foreign language at school. M., 1998. No. 2

Klychnikova ZI Psychological foundations of teaching reading in a foreign language. M., 1983

Minyar-Beloruchev R.K. Questions of control theory in teaching foreign languages//Foreign language at school. M., 1984. No. 6 p. 64-67.

Podlasy I.P. Pedagogy. M.: Enlightenment, 1996

Rabinovich F.M. Control at foreign language lessons//Foreign language at school. M., 1987. No. 1

Rapoport I.A. Pragmatic tests: essence, specificity, perspective. M., 1985

Storublevtseva L.I. "Innovative systems of knowledge assessment". Speech at the teachers' council.

Theoretical basis methods of teaching a foreign language in high school/ Edited by Mirolyubov A. A. M., 1981

Shmelev A. G. Adaptive testing of knowledge in the system "Teletesting" / A. G. Shmelev, A. I. Beltser, A. G. Larionov // School technologies. - 2000. - No. 1.

Khutorskoy A.V. Modern didactics. SPb., 2001.

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Introduction

Chapter I. Development of the problem of controlling the learning of students in a foreign language in domestic and foreign methodological literature.

Chapter P. Features, functions, types and forms of control. Characteristics of tests and test tasks. Ways to organize the control of speech skills

Chapter III. Control of the level of formulation of communication skills and language skills. Characteristics of control exercises.

3.3 Control of receptive skills

3.4 The concept of "skill" and its definition

3.5 Operations included in productive and receptive lexical skills

3.6 Operations included in productive and receptive grammatical skills

3.7 Characteristics of control exercises and their organization in the pedagogical process

Chapter IV. Practical part

Conclusion

Literature

Appendix

Introduction

Rational management of the educational process in a foreign language is impossible without a clear system for monitoring the development of speech skills and abilities of students. During the control, not only the teacher gets an idea about the level of students' learning, but also each student gets the opportunity to consciously correct their own speech activity. The problem of foreign language learning control is still controversial among scientists and is not fully explored, so the issues of improving control in teaching foreign languages ​​have not lost their relevance. Being an important, integral component of the educational process, control is aimed at an objective determination of the level of mastery of foreign material by students at each stage of the formation of students' speech skills and abilities.

Thus, the purpose of this work was to study the control of teaching a foreign language in secondary school; the task of the study is to analyze the theoretical material on the above mentioned aspect and develop methods for practical consideration of the skills and abilities of students.

The subject of the work is the study of the types and forms of control, methods of verification and assimilation of the material, the object is the concept of "control" and its essence.

Control of knowledge, skills and abilities of students is an important element of the educational process. The effectiveness of the management of the educational process largely depends on its proper organization. The teacher needs it in order to have an accurate idea of ​​how much the students have progressed in the implementation of the program, how they have mastered the language material, how they have mastered the skills of speaking, reading, writing, listening. Properly organized accounting and control help the teacher to identify the successes and failures of each student, give him the opportunity to properly plan the pedagogical process.

Chapter I. Development of the problem of monitoring the learning of students in a foreign language in domestic and foreign methodological literature

1.1 Development of the problem of control in the domestic methodology

Until the mid-1960s, the main object of testing the success of language acquisition was knowledge and ability to use language material, and the criterion for assimilation was the correctness of actions or operations with language units.

Increasing attention to the practical knowledge of a foreign language of students in the 60s by methodologists changed the approach to the objects of control. The main objects of control of foreign language learning of students are the skills of speech activity 13.15]. So, in the collective monograph " General methodology teaching foreign languages ​​in secondary school" for the first time, the main attention was paid to the control of speech skills in speaking, reading and writing, taking into account the specifics of certain types of speech activity. Of particular importance was the work "Control of speech skills", in which it was first shown that the main object of control is an act of communication in oral or written form. Therefore, the main criterion is the correctness of the statement in oral and written form or the receipt of information as a result of understanding the oral statement or the read text. The correctness of the act of communication is considered as an additional criterion. This point of view has become universally recognized in methodology. The essence of this approach to the objects and criteria of control is as follows.

The main object of control is the speech skills of students, and the possession of language material is an object of current control.

When monitoring students' learning in a foreign language, one should focus not on the absolute, but on the relative correctness of speech, achievable in a secondary school, and associate the assessment not with language errors, but with the implementation of a communicative act, the solution of a communicative task.

3. The indicators that meet the requirements for the statement of secondary school students are: a) the ability to adequately
express your thoughts in a given speech situation; b) relative
the correctness of the used speech models and their combinations.

When controlling receptive skills, listening and reading comprehension of a foreign language pays attention to the depth of understanding.

The control of receptive speech skills allows a quantitative measurement of their performance.

I. L. Beam developed a model of a level approach to determining the degree of development of communicative competence. She distinguishes 6 such levels: I - initial, II - average, III - advanced, IV - high, V - professionally sufficient, VI - highest. Within each of the levels of communicative competence, the author proposes to distinguish three levels: lower, intermediate, upper. Really achievable in the basic course of teaching a foreign language is middle level, i.e. the level of elementary communicative competence. The lower level of a beginner is reached, as a rule, already in the first year of study.

In the domestic methodology, control is considered as a system that comprehensively covers the entire process of teaching a foreign language. The control system meets the needs of the educational process and how its component detects certain functions.

The control functions were covered in the most detailed work by H. E. Breigina and A.D. Klimentenko. Control, in their opinion, performs the following functions: teaching, diagnostic, corrective, controlling, managerial, evaluative, stimulating, developing, educating.

A similar point of view is shared by S.F. Shatilov, who distinguishes the following functions: control-corrective, control-preventive, control-stimulating, control-training, control-educational and developing, control-generalizing.

Other authors (R.K. Minyar-Beloruchev, E.I. Passov, A.P. Starkov) consider control as a form of feedback. In accordance with this point of view, R.K. Minyar-Beloruchev puts it forward as the main function of feedback based on the fact that control is "a set of receptive actions and perceived with a real or imaginary standard." Therefore, control, in his opinion, is only intended to provide information about the level of training of students. As an additional function, he puts forward a stimulating one, since the expectation of control, according to him, stimulates the learning activities of students, further activating their activities.

A.P. takes a slightly different approach to understanding control as feedback. Starkov, considering it taking into account the structure of the educational process, which is two-way. Feedback, in his opinion, is aimed at the teacher, on the one hand, and at the students, on the other. The first is managerial in nature and has the following functions: diagnostic, corrective and evaluation. The second is characterized as educational and performs corrective, evaluative and motivational-stimulating functions.

E.I. Passov puts forward the idea that control should be latent (hidden) for students for most of the educational process and contribute to their transfer to self-control, and the communication training program is based on the idea of ​​preventing erroneous activities.

Considering the methods of control, domestic methodologists used the usual exercises used in the learning process. Then tests began to be applied [13,24].

The position on the possibility of quantitative measurement of indicators of receptive skills was developed in a number of studies on the use of tests in teaching a foreign language. These are works on testing issues of such methodologists as F.M. Rabinovich, I.A. Rapoport, CK. Folomkina, M.V. Rosenkronz. They are talking about testing either receptive types of speech activity, or individual aspects of the language, ,.

1.2 Development of the problem of control in foreign methods

Improving control is one of the most important topics in modern foreign literature on the problems of teaching a foreign language. The main attention of the authors is focused on the development of testing questions.

The issues of the functioning of tests in teaching in teaching a foreign language were considered by such researchers as A. Davis, A. Knapp-Pothoff and others. The first of these authors developed a typology of tests. He distinguishes the following types of tests according to the principle of appointment: achievement tests (achieverent tests), language proficiency tests (proficiency test "s), language aptitude tests (artitude tests) and diagnostic tests (diagnostic tests).

Achievement tests are focused solely on checking the assimilation of the material covered and reveal the degree of student learning. Language proficiency tests are built without taking into account the specifics of the content of a particular language course, but taking into account the fact that students learn a foreign language outside of school. In schools in Sweden, for example, the final exam in English language takes the form of a language proficiency test, while German and French take the form of an achievement test. The fact is that schoolchildren have the opportunity to watch films and programs in English with subtitles in their native language on national television, and on vacation to relax in youth camps, where the language of communication with foreign peers is English.

Language aptitude tests are mainly used to differentiate student learning. With the help of diagnostic tests, learning problems are revealed, on the basis of which preventive measures are proposed for a particular group of schoolchildren, as well as individual students.

A. Knapp-Pothoff distinguishes the following functions of tests: diagnostics, forecasting, management of the educational process, stimulation of learning motivation, certification (grading, issuing certificates). The diagnostic function, in her opinion, is that tests not only show how learned educational material, but also what is the nature of gaps in assimilation. Tests also provide information for predicting learning success, which can serve as a basis for assigning students to groups involved in different programs. They allow you to provide the necessary feedback for the teacher and students, which ensures the management of the educational process and contributes to the effectiveness of training. Periodic intermediate tests help to identify the success of the course of education, naturally detect the inclinations of schoolchildren and, on the basis of this, arouse students' interest in learning a foreign language [13,21].

According to foreign scientists, the development of language testing problems in the 20th century went through several stages: from essay-translation, or pre-scientific, to communicative, based on the latest achievements of linguistics and methodology. Between these stages, scientists single out a psychometric-structuralist “era”, during which the methods of changing behavior parameters adopted in psychology were adapted for methodological purposes, and a psycholinguistic sociolinguistic “era”. These two "eras" corresponded to discrete (diskrete point) and integrative approaches to testing.

The advantage of tests designed to control discrete (individual) language units is the reliability of the measurement, since they are easy to quantify, ensuring the objectivity of the results. .

In order to overcome the insufficiency of indicators of foreign language proficiency obtained with discrete testing, in the 70s, foreign methodologists developed integrative tests (close testing).

The principle of close testing is based on the Gestalt theory of closure (subconscious closure or filling in gaps in deformed text). During the close test, students make acceptable substitutions using all possible contextual moves. In the practice of teaching a foreign language, not only a kind of classic close test is used, when every nth word is deleted in the text, but also modified versions. In the latter case, for example, service words or active vocabulary are deleted.

To solve the problem of identifying the ability and readiness of students to use a foreign language as a means of communication, a communicative approach is called upon, which marked a new "era" in the history of the development of language testing problems. Important on this path was the development of a model of communicative competence.

Canadian researchers V. Kanal and M. Swain included 3 components in their model of communicative competence: grammatical competence (knowledge of the rules of grammar), sociolinguistic competence (knowledge of the rules of use and rules of discourse) and strategic competence (knowledge of verbal and non-verbal communication strategies). Later, V. Kanal proposed a four-dimensional model, including linguistic, sociolinguistic (sociocultural rules), discursive (connectivity) and strategic competences [13,22].

Another model of communicative competence was proposed by the German linguodidact P. Doyer [13,22]. It consists of the following components:

competence in speaking (lexical, grammatical, pronunciation);

Competence in writing (lexical, grammatical, spelling);

Competence in listening (distinguishing sounding signs, as well as grammatical and lexical);

Competence in reading (distinguishing graphic signs, grammatical and lexical).

The most promising is the model of communicative language ability, which was proposed by L.F. Bachmann [13,24]. It consists of language competence, strategic competence and psychophysiological mechanisms. Language competence includes organizational competence, which is grammatical and test competence, and pragmatic, which is illocutionary and sociolinguistic competence [13,24]. Strategic competence is manifested in the assessment, planning and implementation of functions in determining the most effective means of achieving a communicative goal. The psychophysiological mechanisms involved in the use of language characterize the channel (auditory, visual) and the way (receptive, productive) of the competence realization.

It is believed that such a model could serve as a basis for constructing communicative tests, especially for identifying the criteria for formation. communicative ability competencies.

Until the mid-60s, the main object of testing the success of language acquisition was knowledge of the ability to use language material, while the main criterion for mastering was the correctness of actions or operations with language units.

In the 60s, the object of control was the act of communication in oral and written form. The main criterion here is the correctness of the statement in oral and written form or the receipt of information as a result of understanding the oral statement or the read text.

In the domestic methodology, control is considered as a system that comprehensively covers the entire process of teaching a foreign language. The control system meets the needs of the educational process and how its component reveals certain functions, for example, teaching, diagnostic, managerial, evaluative, stimulating, developing, educating.

Improving control is one of the most important topics in modern foreign literature on the problems of teaching a foreign language. The main attention of the authors is focused on the development of testing questions

The issues of the functioning of tests in teaching a foreign language were considered by various researchers. So, A. Davis developed a typology of texts according to the principle of their purpose: achievement tests, language proficiency tests, language aptitude tests, diagnostic tests.

Foreign scientists identify two "eras" in the history of testing, which correspond to discrete (control of individual language units) and integrative (close testing) approaches to testing, as well as a new "era", which is aimed at solving the problem of identifying the ability and readiness of students to use foreign language as a means of communication. In accordance with this, methodologists (V.Kanal^, M. Swain, P. Doyer, L. Bachman) developed models of communicative competence.

Chapter II. Features, functions, types and forms of control. Characteristics of tests and test tasks. Ways to organize the control of speech skills

2.1 Specific features of the control of students' learning in the process of teaching a foreign language

In most academic subjects, the main task is to give students didactically prepared knowledge on the basis of the relevant science of inanimate, living nature and human society. A certain place is occupied by skills and abilities, but they do not determine the degree of learning in a particular subject. Other academic subjects, for example, labor training, set as their primary goal the formation of certain skills and abilities, abstracting to a large extent from knowledge. Foreign languages ​​were also included in this group of academic disciplines.

Based on their communicative approach, in the process of teaching this academic discipline, it is necessary to form the ability to communicate in this language, i.e. acquire communicative competence, which implies the ability to use all types of speech activity: reading, listening, speaking (dialogue, monologue), writing. Further, communicative competence of any level includes language competence, sociocultural knowledge, skills and abilities. Language competence is understood as the ability to express one's thoughts or understand the thoughts of other people using linguistic means, i.e. skills and abilities to use vocabulary, grammar and pronunciation for speech activity. However, this is not enough without mastering the socio-cultural knowledge, skills and abilities that are characteristic of the community of people whose language is being studied, because to achieve mutual understanding, it is necessary not only to master the language code, but also to have knowledge of the socio-cultural context, the skills of verbal and non-verbal behavior that are characteristic of a group of native speakers of the language being studied.

Thus, communicative competence is a concept that includes both the ability and skills to perform actions with language material, as well as regional and linguistic and cultural knowledge, skills

Mastering operations or actions with language material cannot be the main object of learning control [13,26]. The leading objects of control are speech skills in the field of speaking, listening, reading and writing on the basis of authentic materials that provide control of knowledge, skills and abilities of the socio-cultural background. The promotion of types of speech activity as the main objects of control of students' learning does not mean that the process of developing language skills and abilities should not be controlled. The fact is that control has, among other things, diagnostic and corrective functions, as well as the function of stimulating and motivating the efforts of students.

The first two control functions help to find out how the process of skills formation is going on, what problems students have, and to determine the effectiveness of the teaching methods used by the teacher. In accordance with this identification of learning data, students see their successes and shortcomings, which gives them an additional impetus for learning. At the same time, the control of skills and abilities to perform actions and operations with language material has features arising from the communicative approach to learning. Thus, it is necessary to check not just the knowledge of words or the ability to form grammatical forms and constructions, but the ability to perform actions and constructions with them, i.e. be able to either use them in the course of producing statements, or recognize them when perceiving small texts or groups of sentences.

The leading object of control is speech skills and abilities, i.e. ability to communicate [13,26]. Only the level of mastering them can testify to the students' training in this academic discipline.

Mastering actions and operations is an object of control of a lower rank, since only the preparation of the student for speech skills is controlled, which does not indicate learning a foreign language. Knowing how to use words and grammatical forms and constructions when constructing sentences, the student still cannot communicate orally, although this is the main characteristic of learning in this subject. That. From what has been said, it follows that there is a need for a different attitude to the results of the control of these two groups of objects, expressed in assessments. Teachers put marks in the journals for mastering the language material and for the level of skills development in various types of speech activity. Based on the totality of these marks, a mark for a quarter is displayed, and on the basis of quarter marks - for a half year and a year. Quarterly and annual marks characterize the level of students' learning in a foreign language, but in real practice they do not indicate learning in the full sense of the word. In practice, most marks are given for specific actions with language material. As a result, they determine quarterly, semi-annual and annual marks, which, in essence, do not objectively testify to the level of learning a foreign language. That. in the practice of the school, it is necessary to distinguish between the results of the main (leading) control, on the one hand, and the results of secondary control, on the other. The level of students' learning for half a year, a year should be determined with the leading role of the results of monitoring speech skills. The results of secondary control are taken into account only when determining learning as additional data. Objective data on students' learning in the subject "foreign language" can only be obtained if the concepts of "primary control" and "secondary control" are distinguished by teachers and are brought to the attention of students.

2.2 Functions and types of control in teaching a foreign language

During the control, the teacher establishes the degree of achievement in the field of knowledge, skills and abilities, on the basis of these data determines the appropriateness and effectiveness of previously used methods and makes adjustments, then he evaluates the degree of achievement and accompanies his assessment with encouragement, recommendation, i.e. has an educational effect. These actions are something other than the management of the educational process. Thus, the functions of control from the position of the teacher are managerial in nature. The latter is manifested in the implementation of the following functions: diagnosing, corrective and evaluative-educational.

Control has a stimulating effect on learning, increases its motivation. The student himself evaluates his progress, especially when self-assessment is required in the process of independent work and in the course of control he himself corrects his actions.

Thus, control in relation to the student contributes to the formation of his reflection and performs teaching-developing, stimulating-motivational and corrective functions.

The control functions discussed above, in terms of their names, correspond to general didactic ones, so it is necessary to consider their manifestations in teaching a foreign language. In all subjects, the source of the learning function is the consolidation, improvement of knowledge, skills and abilities in the process of implementation control tasks. With regard to a foreign language, in addition to training in communication or actions with language material, language experience is acquired, an important source of improving speech skills and abilities. The implementation of the diagnosing function of control in teaching a foreign language also differs. During the manifestation of this function in subject areas, the main attention is directed to the mistakes of students. The approach in teaching a foreign language is similar when controlling the formation of language skills. When controlling speech skills, the main attention of the teacher is directed to the act of communication, solving a communicative task. Errors are considered as additional evaluation criteria.

There is no unity in the issue of distinguishing types of control in the domestic methodology. Most methodologists adhere to a general didactic approach, distinguishing between current and final control. S.F. Shatilov, trying to take into account the specifics of a foreign language as an academic subject, proposes to introduce additional concepts of "generalizing", "thematic" and "periodic".

The main result of training is the achievement by students of a certain level of communicative competence (for the entire course of study, for the year). Consequently, the final control is the control of the degree of mastering by schoolchildren of communicative skills and, in general, communicative competence at one level or another. Recently, it has been proposed to plan work in blocks: blocks for the formation of language skills and blocks for the development of speech skills, i.e. when studying a particular topic, students must master the language skills based on the proposed vocabulary and grammar and achieve their inclusion in speech activity. Control at the end of a chain of classes or a speech block is a certain completion of a stage. This type of control is defined as intermediate, and its main object is again the types of speech activity.

Current control is carried out in the process of the formation of speech skills, i.e. at different points in the chain of classes, so the main object of control here is the degree of formation of language skills and abilities; in some cases, it is possible to control any particular type of speech activity.

So, taking into account the specifics of a foreign language as an academic subject, the following types of control are distinguished: final, intermediate, current.

Conducting final control has two features. Firstly, speech skills in reading, listening, speaking (both monologue and dialogic form), writing are subject to verification. This requirement is due to the fact that the test should establish the level of communicative competence in general. Secondly, each student individually must be subjected to such a check.

Intermediate control is carried out after a whole chain of classes devoted to any topic or block. The object of control in this case are speech skills. However, unlike the final control, not all types of speech activity, but only some of them, may be subject to verification. In addition, the verification is frontal, not individual. Thus, the intermediate control is a kind of preparation for the final control.

For the effectiveness of the educational process, current control has a special place. It allows you to see the process of formation of skills and abilities, replace individual methods of work, change the types of work in time, their sequence, depending on the characteristics of a particular group of students. Based on this, the main object of control here will be language skills. But this does not exclude the testing of speech skills in the course of their formation.

All of the listed types of control form a single system: the current control prepares the intermediate one, and the subsequent one, in turn, prepares for the final one.

2.3 Forms of control in teaching a foreign language

Current control permeates the entire educational process, being, as it were, an accompanying method of learning, dissolving in a variety of forms of educational activity. In the process of current control, ordinary exercises are used, which are characteristic for the formation of skills and abilities to use language material, and speech exercises.

Possible various forms of implementation of intermediate, final and preliminary control. So, tests or interviews can be used to implement preliminary control. Before starting to study a foreign language, the individual characteristics (memory, attention, interests, etc.) of students are checked. Tests are also forms of intermediate control. And, finally, the final control (exam) crowns the foreign language course.

All of the listed forms of control can be both written and oral.

The final test (exam) is the same test or test, but is used in the final test, is always intended to identify the final level of learning for the entire course or year, and necessarily performs an evaluation function. The exam implements state control. Its content is set by the state educational standard. In school practice, however, an exam at the end of the school year is sometimes used.

Tests and test tasks make it possible to quite effectively identify the degree of progress in mastering the language. In this regard, at first glance, a separate desire arises for the final, or final check, to use exclusively tests. Moreover, the results are objective and it is convenient to compare them. However, such an attempt cannot be justified, based on the specifics of the subject "foreign language". The fact is that the forms of testing language skills and speech skills are determined by the nature of the activity being tested. In the course of testing language skills and receptive skills, it is "necessary" to use tests. When testing these skills and abilities, students' answers can be predicted. When controlling productive speech skills (speaking, writing), which are manifested, although limited within the limits of students' creativity, since these communication skills are associated with the expression of their own thoughts. It is impossible to predict the student's answer for sure here. Therefore, productive communication skills can be tested either using tests with a freely constructive object and then comparing this answer with a standard, or using communication-oriented test items.

2.4 Description and characteristics of tests and test items

When compiling tests and examinations, various types of tasks are used. Tasks aimed at controlling individual components of language proficiency are called discrete. These can be tasks that test the formation of grammatical, lexical, phonetic and spelling knowledge and skills, as well as speech skills.

Among the numerous types of tasks that are used to compile tests and tests, the most common are the following:

cross selection;

alternative choice;

ordering;

completion (end);

substitution (substitution).

transformation;

answer to a question;

intralingual paraphrasing;

interlingual paraphrasing (translation).

close procedure.

According to the structure and method of formatting the response, the first four of the above types of tasks are called selective, and the rest are called tasks with a freely constructed response.

Cross-selection tasks consist in the selection of pairs from two blocks, which, according to one or another feature, unite them.

The task of an alternative choice involves either choosing one option from the two proposed, or agreeing or disagreeing.

Wählt das Verb in der richtigen Zeitform.

Am Montag ... ich / a) geht; b) gehe/ zu meiner Tante.

Tom ..Ja) spielt; b) spielst/oft Klavier.

Sie .../a) hat; b) habe/viele Spielzeuge.

A multiple choice task usually offers the choice of one (correct) option from three or more options. This may be an answer or form that is correct for a given sentence or suitable for the context; it is also possible to choose the wrong shape.

Wählt bitte die Wörter, die zu den ndchsten Reihen logisch nicht passen.

die Katze, der Hund, der Fisch, das Pferd.

der Apfel, die Birne, der Pfirsich, die Apfelsine.

die Garage, dir Küche, das Badezimmer, das Schlafzimmer.

Ordering tasks are used to test the ability to compose a coherent text from disparate parts or sentences and words.

Ordnet folgende Sätze zu einem Text.

Er ist um 11.15 Uhr in Frankfurt.

Er nimmt den Zug um 6.20 Uhr.

Er kann schon um 7.05 Uhr fahren.

Man braucht dafür eine Fahrkarte 1. Klasse.

Der Herr will nach Frankfurt.

Das ist ein TEE, das sind besonders schnelle Züge.

Er will morgen früh fahren.

Er kann auch um 7.57 Uhr fahren.

Der Herr will 2. Klasse fahren und nicht umsteigen.

Aber das ist ihm zu früh.

Dann muss er in Mannheim umsteigen. Aber...

When using selective types of tasks, random guessing of answers is possible. To obtain more reliable control information, at least five tasks are used (guessing probability -11%) when choosing an answer from two elements, at least four (10%) when choosing from three, and at least three (17%) when choosing from four.

A more accurate assessment can be obtained using the formula used in the methodology of teaching foreign languages:

where S is the number of counted answers, R is the number of correct answers, W is the number of incorrect answers, n is the number of selection items.

In addition, the test tasks may contain an unsuccessful selection of distractors, i.e. variants of incorrect answers/forms (error of extralinguality), formulations (error of diffuseness, heterogeneity), redundancy, fuzzy micro-target, failure to take into account the level of theoretical preparedness of the student.

The error of extralingualism lies in the fact that when performing a task, one can do without language learning activities, make a choice based on considerations of a non-linguistic nature. From the point of view of testing knowledge of the language, such a task is a “methodological empty flower”. So, without reading the text, you can make the right choice in the next task.

Wählt die passende Antwort:

Thomas Müller lebte nicht weit von

1) Berlin; 2) Tula.

The wording of the task should always be clear, while unnecessary language material is omitted, which distracts the student's attention from the main goal of the task.

Completion/finish task is more productive than cross and multiple choice. Students, as a rule, are asked to fill in the missing part of the sentence, either by putting the proposed word in the correct form, or by completing the sentence on their own. In order to choose the correct form, students have to remember the speech pattern/grammar rule and learned vocabulary.

Substitution/substitution is used in training exercises. This job type is used for control purposes. This primarily applies to substitution options that cause changes in the proposal. Thus, the replacement of one of the two agreed terms entails a change in the form of the other. For example, when replacing the personal pronoun of the 1st person, which plays the role of the subject in the sentence, with the personal pronoun of the 3rd person singular, the verb - predicate in the present tense will require a replacement of the form:

Ich gehe in die Schule. (Er)-Er geht in die Schule.

There is also a variant with a variable substitution element, when the replacement appears in any part of the sentence. The student is given the original sentence and material for replacement, which can be offered in a line separated by commas or in the form of a substitution table, which simplifies the task. The student does not have to determine the place of replacement. The resulting sentence differs from the original only in meaning, while the structure remains the same. For example:

Der Junge liest Bücher am Abend Zeitungen um 9 Uhr.

Transformation tasks can be used in diagnostic tests. Thus, tasks for transposition (conversion) test the ability of students to ask questions, change the order of words in a sentence. Expansion/extension tasks test the ability to correctly identify the place for a word, phrase or phrase to be included in the original sentence. Reduction, which involves replacing a phrase or phrase with one word, can be combined in a test task with integration, which involves combining two sentences into one. For example:

Verbindet bitte 2 Sätze; setzt den zweiten Satz in den ersten Satz sein.

Der Junge ist sehr aufmerksam. Er macht die Hausaufgabe.

Der Junge, der die Hausaufgabe macht, ist sehr aufmerksam.

Intralingual paraphrasing is one of the most productive types of tasks, especially when testing reading comprehension. Paraphrasing involves conveying in your own words the thoughts of the author, clarifying it as much as possible.

Close procedure - effective type test task, suggesting the restoration of omitted words in the text. The Close procedure was developed and proposed by W.L. Taylor. This form is used in two ways: with a fixed omission of words (each nth word) and unfixed when only, for example, service words are omitted. The close procedure involves comprehending the information preceding and following the omission, analyzing the grammatical structure, extracting from long-term memory and selecting a verbal element that matches the given context, putting this element into a grammatical form. The student demonstrates linguistic (linguistic) competence in a situation that sets in motion the mechanism of probabilistic forecasting, demonstrating to a certain extent general level language proficiency, the total formation of skills and abilities. All this allows you to replace a whole series of narrowly focused tasks with one, which is commonly called a close test. Another advantage of such a test task is economy. It takes the compiler less time and effort than tests consisting of a series of narrowly focused tasks.

2.5 Ways to organize the control of speech skills

There are the following organizational forms of control: individual, frontal, group and pair. In addition, each of the listed forms of control can be carried out orally or in writing. The choice of this or that form of control depends on the tested speech skills and the type of control - final, final or current. So, for testing dialogic speech, a paired form of control is more suitable, since in this case it is possible to check how the partner’s remarks are perceived and how the other partner reacts to them, i.e. bilateral communication - perception and expression of thought. On the other hand, to test and understand by ear, it is possible to use a frontal test, during which students write in their native language the content of what they understand. The dependence of the form of control on its type can be identified in the following examples. In the process of current control, frontal forms will prevail, because. this approach saves time, which is very important, since the basis of the learning process is an exercise in speech activity. On the other hand, when exercising preliminary control, during which “it is hardly possible to save time”, individual control is possible, during which achievements and gaps are clarified.

Individual control is the most objective type of control, since it provides information about each student, and his achievements and shortcomings. Individual control can be used to test all types of speech skills, as well as to determine the level of formation of language skills. But this form of control requires a lot of study time. Therefore, during the current control, when "you have to save every minute of study time," the use of this form in its pure form is limited, which also applies to the final control. In these cases, a combination of individual and frontal control is possible. So, in the course of work on the text, carried out frontally, it is difficult at the same time to invite individual students to conduct a dialogue or speak out on a topic or picture.

The frontal form of organization of control is suitable for current control for two reasons. First, the test covers a large number of students with relatively less study time. Secondly, such an organization of control ensures the activity of everyone.

At the same time, there is a certain limitation on the use of that form of organization of control. So, the frontal check is not suitable for the final control of productive oral-speech skills, since in this case it is not possible to identify the student's ability with sufficient completeness. At the same time, when testing writing skills, frontal work is possible, since students perform it individually. A similar approach is possible when testing receptive speech skills, when students perceive the text by ear or read, and then prepare a translation or individually perform tests.

The pair form of organization of control (a kind of group form of control) is productive in the control of oral-speech skills in the process of final and current checks. At the same time, this form is not suitable for testing receptive speech skills and language skills, because it involves oral speech activity. The pair form of control can be used to control dialogic oral speech, which is characterized by the presence of two partners and the exchange of remarks.

With a group organization of control, tasks are received immediately by everyone (a conversation on a certain topic, known in advance; staging a text; collectively drawing up a message plan on a specific issue, etc.)

A controlled conversation between a teacher and two or a group of students allows the latter, with the help of the teacher's stimulating remarks, to turn to each other with a request for information, to fulfill each other's requests, etc. This method of organizing control involves the preparation by the teacher of a detailed scenario of the conversation in advance, in which certain variations would be outlined for its various participants. Such control communicative tasks (questions, statements for commenting, encouragement to proactive speech, etc.) are tasks at the same time, and their fulfillment is the basis for evaluating the effectiveness of the audited activity in the course of its implementation. The final control can be the organization of a group conversation of students with a spontaneously developing subject of discussion. To do this, the teacher carefully considers: a) a way to organize group communication; b) the nature of the organized communicative tasks; c) the content-semantic basis of group communication. The degree of complexity of the communicative task presented by the teacher during the final control increases gradually. In this case, students are assessed not only by the degree of communicative progress and language correctness, but also by an increase in the volume of speaking of each student.

A differentiated approach is taken into account in the current and final control, but not in the final, where uniform tasks are presented. This approach is based on taking into account the level of knowledge of a foreign language and the level of development of those individual abilities that ensure the successful possession of one or another type of speech activity. In the group form of organization of control, individualization means not only knowledge and consideration by the teacher of the level of proficiency in the language being studied, but also the maximum use of the level of development of individual psychological abilities.

Communicative competence is a concept that includes both the ability and skills to perform actions with language material, as well as regional and linguistic regional knowledge, skills and abilities.

The leading objects of control are speech skills in the field of speaking, listening, reading and writing based on authentic materials that provide control of knowledge, skills and abilities of the socio-cultural background.

Based on the modern didactic theory, according to which the student is recognized as the subject of the educational process, control is interpreted as a joint activity of the teacher and students to establish the degree of schoolchildren's learning for a certain period of study time.

Control in relation to the student contributes to the formation of his reflection and performs teaching-developing, stimulating-motivational and corrective functions.

Methodists, adhering to the general didactic approach, distinguish between the current final control. S.F. Shatilov, trying to take into account the specifics of a foreign language as an academic subject, proposes to introduce the concept of "generalizing", "thematic" and "periodic".

The forms of testing language skills and speech skills are determined by the nature of the activity being tested. In accordance with this teacher, this or that form of control and the type of task is determined, for example, for testing: cross-choice, alternative choice, ordering, completion (end), replacement (substitution), transformation, answer to a question, intralingual paraphrasing, interlingual paraphrasing ( translation), close procedure.

Scientists distinguish the following organizational forms of control: individual, frontal, group and paired.

Chapter III. Control of the level of formation of communication skills and language skills. Characteristics of control exercises.

3.1 Tasks, objects and requirements for the control of speech skills

The communicative approach, adopted in the modern domestic methodology as a leading principle, implies the acquisition by schoolchildren of the ability to practically use the foreign language being studied in their activities 16.69]. This becomes possible only on the basis of genuine speech development. The most important condition for mastering a foreign language to a level that ensures its real use in the process of communicating with native speakers is the formation of the so-called " functional system speech” or the emergence of a “speech mechanism”, which ensures the implementation of speech activity.

Among the most important regularities in the formation of speech, its stadial nature is noted: the gradual accumulation of linguistic material, the mastery of individual operations and actions: a qualitative leap that causes the onset of a new stage of speech development, when freedom of word usage appears, speech tasks come to the fore, attention switches to them. Speech becomes a means of communication. There are three stages of mastering foreign language activity: 1) pre-communicative, preparing the "launch" of the speech mechanism; 2) minimally communicative, including this “launch” and the formation of elementary speech competence; 3) communicative, including the stabilization of the stereotype of a foreign language and the formation of mature speech competence. In accordance with the stages of formation of speech mechanisms, the stage of the educational process is also determined - initial, covering the first two years of study; middle, including the third and fourth years of study, and senior - the remaining years of study.

The final task of the final control of students' learning in a foreign language for the entire course of study, which is solved in the course of its implementation, is to check the readiness of schoolchildren to use a foreign language in the process of communication, which is understood as a process of interaction of specific individuals who in a certain way reflect each other, relate to each other and influencing each other. During the final control for a certain academic year, they adhere to the same position, taking into account the level of speech requirements achieved by the end of one or another stage of training. In order for private objects of control (speech skills) to correspond to the above definition of a generalized object of control, they must meet the requirements that limit the choice of such objects. Such requirements are as follows:

Only those objects that were used in planning the content of education in secondary school are subject to control. Given this limitation, some speech skills are excluded, which are important aspects of verbal communication, such as: written translation of literary texts, or consecutive or simultaneous interpretation.

The final control is subject only to those operations and actions, as well as those content and speech/linguistic material that have a real way into the prospective use of a foreign language in life.

This restriction is imposed on planned objects, given that they also include certain purely educational requirements. So, in the learning process, it is effective, for example, to use "fantasy" learning and speech situations "inhabited" by outstanding personalities of different eras, aliens, robots, fairy-tale characters, personalized objects that find themselves in the most incredible situations [13,31]. The subject of control can be the preparedness of students for the adequate implementation of the most vital, standard, normative situations in their usual areas of activity. As part of role-playing games, students have to implement social functions of adults that are unusual for them in the social sphere or professional activities. In the course of the final control, it is advisable for students to check only their preparedness for actions in roles characteristic of the students' lifestyle [13,31].

Planning the content of training may also include requirements for knowledge of certain rules of speech communication. In the process of final control, only the ability to follow these rules should be checked.

The forms of control used in the final check should correspond to those that have become familiar to students in the learning process.

3.2 Control of productive speech skills (dialogical and monologue speech)

The full implementation of activities, communication involves the possession of a number of skills:

quickly and correctly navigate in the conditions of communication;

correctly plan your speech, choose the right content of the act of communication;

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Control is the determination of the level of language proficiency achieved by students for a certain period of study. Control is also part of the lesson, during which the teacher evaluates how students have learned the material and can use it for practical purposes. Control allows:

) the teacher to receive information: a) on the results of the work of a group of students as a whole and of each student individually; b) about the results of their work (to find out how effective training methods are, to identify failures in work, which allows you to make changes to the training program);

) students: a) increase motivation in learning, as control indicates success or failure in work; b) study more diligently, make adjustments to their educational activities.

The objects of control in the classroom are: a) knowledge and skills formed on their basis (language competence); b) the ability to use the acquired knowledge and skills in various situations of communication (communicative competence); c) knowledge of the country of the language being studied and the national characteristics of the speech behavior of its speakers (sociocultural competence).

Control, like all other components of the educational process, performs certain functions. A function is usually understood as the work performed by one or another body, an obligation to be performed. In other words, the functions of control are the components of the work that the receptive-comparative actions of the controller are called upon to perform. In domestic methodological publications, the following control functions are distinguished:

actually controlling (checking),

appraisal,

educational,

managerial (management) and, in particular, corrective,

diagnostic (diagnosing),

warning,

stimulating and motivating

generalizing,

developing, educating and disciplining

Forms of control

Control can be individual, frontal, group, paired. The choice of one form or another depends on the object of verification (aspect of the language - the type of speech activity) and the type of control (final, current).

So, to check the level of dialogic speech, a paired form of control is used: the inspector gives a cue, and the subject reacts to it. Control takes place in the form of two-way communication, during which the pace and accuracy of the reaction to the presented stimuli, compliance with the norms of communication, and purity of speech are established.

To establish the level of proficiency in monologue speech, individual control is more suitable: the student gets acquainted with the text and performs test tasks in the allotted time.

Types of control

There are preliminary, current, intermediate and final types of control.

Target preliminary control is to establish the initial level of language proficiency and individual psychological qualities inherent in students that contribute to the success of learning (memory, attention, interests, general development, inclinations). Such control provides a differentiated approach to learning and allows, firstly, to outline strategies for teaching the language and, secondly, to form study groups taking into account the level of preparation and psychological development of students. For this purpose, tests are used, including psychodiagnostic ones. Thus, the popular Eysenck test, belonging to the group of intellectual tests, is used to assess various aspects of a person's mental activity, including the ability to learn languages.

current control allows you to judge the success of language acquisition, the process of formation and development of speech skills and abilities. This control should be regular and aimed at checking the assimilation by students of a certain part of the educational material.

intermediate control conducted at the end of the study. It allows about the effectiveness of mastering a section of program material.

Final control(monitoring the results of educational activities) is aimed at establishing the level of language proficiency achieved as a result of mastering a significant amount of material (at the end of the semester, academic year). The peculiarity of such control lies in its focus on determining, first of all, the level of communicative competence. To do this, special tests are used to assess the learning outcomes of each student with a sufficient degree of objectivity.

2. 9. Tests can be classified according to various criteria:

1. By goals

ascertaining (stating the level of ZUN),

diagnostic (aimed at identifying the causes of the mistakes made, to find out why certain gaps in the knowledge of students, systematic errors have arisen). The diagnostic test consists of tasks for a certain specific area of ​​content, such tasks are extremely detailed, this helps to track at what stage errors occur.

prognostic (designed to identify the potential abilities of the subject)

2. By the type of control carried out

Standardized tests (officially registered, compiled by a team of specialists and tested on a large number of subjects).

Non-standardized tests can be compiled by one teacher and applied depending on specific tasks during the academic year.

3. By technology

blank (with pen and paper),

subject (in which it is necessary to manipulate material objects, the effectiveness of these tests depends on the speed and correctness of the tasks),

hardware - tests using devices to study the features of attention, perception, memory and thinking;

practical - these tests, which have appeared relatively recently, are similar to laboratory works known to us (in chemistry, physics, biology, etc.), however, they are provided with appropriate instructions and have test equipment;

computer (software).

4. According to the form of tasks

closed type(each question is accompanied by ready-made answers, from which one or more correct ones must be selected);

tasks with a choice of one correct answer.

Multiple choice questions with multiple correct answers.

Tasks with graded answers (answers are graded according to the degree of correctness. The task of the compiler is to find and apply a sign that allows such gradation. The subject receives the maximum number of points if his gradation of answers completely coincides with the gradation of the task developer.

tasks for establishing compliance;

tasks to establish the correct sequence

tasks for choosing an alternative answer, the subject must answer "yes" or "no";

task to eliminate the superfluous

open type (for each question, the subject must offer his own answer: add a word, phrase, sentence, sign, formula, etc.). Tasks in an open form are divided into:

assignments with an addition (it is necessary to supplement the content of the assignment with your information. The addition should be short - one, in extreme cases, two or three words.)

free presentation (a large amount of input information)

5. By the presence of feedback

traditional test (contains a list of questions and various answers. Each question is worth a certain number of points. The result of the traditional test depends on the number of questions that were answered correctly)

unconventional tests. Non-traditional tests include integrative, adaptive, criterion-oriented tests.

Integrative test - a test consisting of a system of tasks of increasing difficulty, aimed at a generalized final diagnosis of the preparedness of a graduate educational institution

An adaptive test is a test in which each subsequent task is selected depending on the answers to previous tasks.

6. By the nature of the interpretation of the results

criterion-oriented tests - tests are designed to determine the level of knowledge of the subject with respect to some criterion (for example, the requirements educational standard in foreign languages ​​to the level of preparation of graduates, are designed to assess how students have reached a given level of knowledge and skills).

normative-oriented tests are tests designed to determine the comparative level of preparation of students among themselves. Such tests are used, for example, when conducting entrance examinations to universities. The results of their implementation make it possible to rank applicants by the number of points received for enrollment.

7. According to the degree of homogeneity of tasks

homogeneous, having, as a rule, one scale, which allow assessing one property or quality of a person and include tasks that are similar in nature, but differ in specific content;

heterogeneous, having several scales that allow you to evaluate a variety of personality characteristics and include tasks that differ both in nature and in content.

8. By stages of control

input (checking readiness for learning, establishing what students know from the content of the new discipline);

current (including diagnostic);,

boundary (quarter, semester),

final (end of the year). The final test includes tasks to test the knowledge of the most important elements of the content, the formation of the necessary skills.

final (attestation) - at the end of the course

9. Classification of tests by purpose:

general diagnostic (personality tests of the type of questionnaires by Cattell or Eysenck, tests of the general intelligence of Wexler, Binet-Simon in the edition of Theremin and Merrill, etc.);

professional suitability (many general classification tests - the general army classification test, Flanagan's ability classification tests, etc.);

special abilities (technical, musical, tests for pilots, radio operators, etc.);

achievements (for example, pronunciation, writing quality, etc., i.e. tests designed to evaluate the results achieved by students in the learning process).

10. According to the direction of test tasks, i.e. according to what exactly is supposed to be studied using this test:

intelligence tests that reveal the features of the latter;

personality tests (sometimes called temperament tests), which study the characteristics of the personality of the subject; mood and state tests aimed at examining temporary states such as emotions;

11. By the number of people examined at the same time

individual - the interaction of the experimenter and the subject takes place one on one. For individual testing, as a rule, a lot of time is needed. It makes high demands on the skill level of the experimenter. In this respect, individual tests are less economical than group tests.

group - this is a type of methodology that allows you to simultaneously conduct tests with a very large group of people (up to several hundred people).

12. According to the form of the answer, tests are divided

written

using a computer

13. By leading orientation:

speed tests containing simple tasks, the solution time of which is so limited that not a single subject has time to solve all the tasks in a given time (Landolt, Bourdon rings, “encryption” from the Wexler set);

power or performance tests involving difficult tasks, the solution time of which is either not limited at all or is slightly limited. Evaluation is subject to the success and method of solving the problem. An example of this kind of test tasks can be tasks for written final exams for a school course;

mixed tests combine the features of the two above. In such tests, tasks of various levels of complexity are presented. The test time in this case is limited, but sufficient to solve the proposed tasks by the majority of the subjects. In this case, the assessment is both the speed of completing tasks (the number of completed tasks) and the correctness of the solution. These tests are the most commonly used in practice.

14. By the nature of the actions

verbal (associated with the need to perform mental actions - verbal-logical tests, questionnaires to test knowledge, establish patterns, etc.);

non-verbal (associated with the practical manipulation of objects - cards, blocks, details).

In addition to the classification according to the above fourteen grounds, one can distinguish the so-called “objective” tests - tests, the objectivity of the assessment of the results of which is due to the fact that in the process of processing the test results, the use of their subjective interpretations by the tester is not provided.

projective tests - a set of techniques developed within the framework of the projective approach in psychology, characterized by uncertainty, ambiguity of the stimuli used during testing, which allows for an extremely wide variety of answers and the manifestation of a certain subjectivity in their interpretation by the tester; individually oriented tests, specially created or being a modification of already known ones, but intended for examining a specific test subject.

Achievement tests, among other psychodiagnostic methods, constitute one of the largest groups. In turn, among them are:

broadly oriented, allowing to evaluate the effectiveness of the learning process according to the degree of implementation of one of its main goals, that is, the degree to which students master the system of knowledge, skills and abilities in the course of the educational process;

narrowly focused, aimed at identifying the achievements of students in the process of mastering individual subjects, individual topics, etc.

Linguodidactic tests are a relatively new method (means) for testing learning outcomes. A linguodidactic test (achievement test) is a set of standardized tasks for a specific material, which establishes the degree of mastering it by students.

3. Language (linguodidactic) tests are divided into:

By object of control:

Tests measuring the assimilation of language material (skills);

Tests that measure the formation of speech skills.

By the nature of the controlled activity:

Language tests;

Speech tests.

Language tests mainly measure the linguistic competence of test takers. Examples of language tests are lexical and grammar tests.

Speech tests - tests of reading, listening, etc. - can be conditionally divided according to the form of control used into: traditional and communicative.

Traditional speech tests are designed to assess reading, listening and writing skills and abilities using traditional techniques such as question and answer tasks. Examples of pragmatic tests are close-type recovery tests, dictations, etc. Communication tests are mainly tests of oral speech.

According to the purposes of testing, linguodidactic tests are usually classified as follows:

1. general skills or factual knowledge (provission tests)

2. abilities (aptituedtests);

3. educational achievements (achiermendtests);

4. diagnostic (diagnostktests).

Tests of the 1st group serve to determine the general level of the foreign language of the examinees and identify opportunities for admission to foreign educational institutions in which training is carried out in this foreign language, or when selecting candidates for a position requiring knowledge of foreign language. General skills tests are not focused on any specific program (school or university) depending on specific goals. These tests can be tests for the selection of applicants for the distribution of trainees into groups and for clarifying the program of individual groups of trainees.

Tests of the 2nd group by their nature and function belong to psychological tests, however, they are quite often used in teaching foreign languages. They are produced before the start of studying a foreign language in order to identify students' linguistic abilities and predict, on this basis, the success of their activities in mastering a foreign language.

The 3rd group of tests consists of didactic or language tests proper, which include tests of current and final control. Current control tests measure the subject of knowledge, skills and abilities in the studied foreign language for a certain period of time (at the end of the topic, semester). Final control tests also measure parameters, but they test educational material for the entire course of study.

Among the 4 groups of tests, one can single out the actual diagnostic tests and the final or summary tests. The first are carried out during the course of study in order to check which sections of the course or which educational material is poorly understood. After the corresponding gaps are eliminated, the same test is repeated, and based on the test results, a conclusion is made about the state of the ZUN. Final / summary tests are given at the end of the course of study to measure the final results in mastering the language material or individual speech skills or the FL as a whole.

Language tests have a variety of methodological forms:

1. with cross selection;

2. with an alternative;

3. with correction of errors (indicating the number of errors and aspects where they were made or without indicating);

4. multiple choice;

5. with filling in the gaps (with or without the proposed material for filling in the gaps, according to the meaning);

6. with transformation;

7. with substitution;

8. with completion;

9. with a response to a stimulus;

10. with the restoration of logic;

11. with an answer to questions.

Testing a language means taking the phenomena of the language system as the basis for test tasks and selecting lexical material so that the student demonstrates an understanding of the language mechanism. This includes checking knowledge of the rules.

To test speech is to take those extralinguistic relations that are embedded in a particular speech statement as the basis for completing the task.

By their nature, test tasks refer to problem situations, therefore, they should be characterized by all their features: vitality, difficulty in solving, the possibility of formulating problems and hypotheses, dynamism and completion in the form of a solution. In language testing, we encounter tasks for the so-called verbal reasoning. When performing a test task, the student performs a number of mental operations to establish certain relationships between the components of the task or to transform them. A prerequisite for performing these operations is the students' knowledge of the semantic and functional content of language units and their relationships within the task. These operations include selection and identification of an object, comparison of objects (searching for similarities, differences, identities), arrangement in any order, transformation, completion, generalization, correction, evaluation of information.

The most common techniques that display these verbal operations are:

1. Multiple choice

2. Double choice

3. Completion, including combined with multiple choice

4. Actions with groupings

5. Mapping

6. Transformation

7. Interpretation

8. Answers to questions

9. Arrangement in order

10. Correction.

In its classical form, a multiple choice test task consists of the basis of the task, in which the semantic prerequisites for solving this problem situation are created, and the resolving part, which includes the correct answer and several incorrect answers - distractions. The number of distractions usually ranges from two to four. One of the principles of testing is to avoid excessive thinking and recall. The emphasis on testing knowledge, speech skills and abilities does not allow using tasks that are complex in terms of logic and information in testing. The only exceptions are reading comprehension tasks.

The double choice technique, on the one hand, is a kind of multiple choice, and on the other hand, in some of its variants, it approaches the method of interpreting the semantic content of the statement. When testing vocabulary, double choice is most often used to match any pair of language elements that cause difficulty due to the similarity of form and meaning. An indispensable condition for all these tasks is the maximum explicitness of the situation. Especially difficult for students are test tasks, where the gap is at the very beginning of the statement. The disadvantage of such tasks is that they often test not the language, but the general outlook.

The completion technique (not accompanied by multiple choice) belongs to the category of so-called free answers and, therefore, is a more complex type of testing than all types of ready-made answers.

Actually early stage language learning, completion with a hint can be used, which R. Lado calls partial production:

The b…ll began to ring.

At the word level, the completion technique merges with the grouping technique (the student must understand the principle of organizing a grouping and complete it in accordance with this logic).

At the word-combination level, completion tests prefer to use structurally and thematically similar rows. Especially often check figurative phraseological units.

The supply level is also characterized by several stable types of test items. These include:

1. Converse

2. Completion based on a well-known situation

3. Completing a type of substitution exercise

4. Completion is antonymous

5. Phraseological completion

6. Completion is synonymous

7. Equation Type Completion

8. Completion of the type of syllogism

9. Completion is homonymous

10. Cliche type completion

At the level of superphrasal unity, tasks are often encountered, the first part of which represents a definition, and the second an unfinished nomination.

At the text level, the leading completion technique is the close procedure, in which each word is extracted from the training text at a certain interval. The student's task is to use these or equivalent lexical units in accordance with the context.

Group actions. The basis of test tasks here is a group of words united by certain semantic relationships. Students' knowledge of the values ​​of each member of the group is essential for solving the test task. Therefore, groupings are an economical and complex type of vocabulary control.

There are several basic types of actions with groupings.

The method of exclusion from groupings (eliminate the word denoting something else; exclude the word denoting the least, etc.) is the most common and can also be used to test knowledge of word-formation patterns.

Grouping generalization. The student must summarize the semantic relationships between the grouping words and name the generic word. Quite often, in this case, the generalizing word is not included in the grouping, but must be named independently.

The ordering technique is used in groupings that tend to be ordered (find a word that is out of order; find the next word).

The matching technique is used to test both paradigmatic and syntagmatic connections of a word (note which pairs form synonyms; find antonyms).

Lexical transformation tasks cover the levels of words, phrases and sentences and refer to both the morphological structure and the meaning of lexical units. At the level of isolated words, tasks for transformation mainly affect mixed - semantic word-formation processes: words undergoing transformation are usually organized into groupings.

Transformations of phrases usually come down to their synonymous replacement with a single-root word. A paraphrase adjoins the transformation, in which the subject replaces the test word with another word or phrase. The frequently used guessing (remembering) of a word according to its definition belongs to the same group of techniques.

The interpretation technique refers to the level of production and is used mainly at an advanced stage. The test-taker has the right to choose the language means in the answer, the length of the answer may not be specified. This also includes decoding of various symbols, graphics, drawings, diagrams, abbreviations.

Very useful for testing at an advanced stage can be the interpretation of types of speech statements. Interpretation of speech acts can be carried out in combination with various types of testing, for example, using the multiple choice technique, comparison, etc.

Let's talk more about standardized tests.

TOEFL (Test of English as a Foreign Language) is an international exam for knowledge of American English for foreigners. The main goal of TOEFL is to assess the level of understanding of oral and written speech, as well as vocabulary.

The test is taken on a computer and is adaptive. This means that the difficulty of the questions depends on what the answer to the previous question is. That is, if the correct answer is chosen, then the next question will be the same or more difficult, if the wrong answer is given to the question, then the next question will be easier. Each question has a rating from 1 to 3. At the end of the test, the sum of points for the correct answers is calculated.

For admission to universities in the US and Canada, foreigners whose native language is not English must pass the TOEFL exam. In addition, the TOEFL certificate is required to participate in many foreign internship programs at institutions where the teaching is conducted in English. Some academic and professional programs also require applicants to take the TOEFL.

The exam consists of four sections: Listening, Structure, Reading, Writing.

Listening (auditing). There are two parts of the listening section with specific instructions for each. In part "A" you will hear short dialogues between two people. Each conversation is followed by a question regarding what was said. Each question has four possible answers. In the "B" part, you will hear several longer dialogues or monologues. Each of them is followed by several questions.

Structure (grammar) - this section tests the ability to understand standard written English grammar. There are two types of questions in this section. In the first type of questions, incomplete sentences are given. At the bottom of each sentence there are four possible answers. The second type of question has four underlined words or phrases. You will be required to select the one that has an error and correct it so that the sentence looks grammatically correct.

Reading - This section tests the ability to read and understand passages of text. This section contains the texts themselves and questions to them. Most of the questions have four possible answers. To answer some other questions, you need to add a sentence to the text.

Writing (writing an essay) - this section tests the ability to write in English. It includes the ability to generate and organize ideas and support them with examples and evidence using standard written English. You will have 30 minutes to write an essay on the topic you will be given.

IELTS (International English Language Testing System) is an international English language testing system for determining the proficiency of those who are going to emigrate, study or practice in an English-speaking environment, and allows you to determine the level of English proficiency in people for whom English is not native.

The IELTS test may be needed for those who plan to apply for immigration to the UK, Canada, Australia, New Zealand, to study at Canadian, Australian, New Zealand, American, British or Irish universities.

There are two types of test, Academic (designed for people who want to get higher education in educational institutions, where training is conducted in English) and General Training (intended for people planning to immigrate to the above English-speaking countries).

A feature of the Academic test is the increased level of complexity of the reading test (Reading section) and writing (Writing section) compared to the same tests in General Training.

IELTS consists of 4 sections, which are taken in the following order: Listening, Reading, Writing, Speaking. The Listening and Speaking sections are the same for everyone, while Reading and Writing differ depending on which version of the test is chosen - Academic or General.

IELTS results are assessed on a 9-point scale covering possible levels of English proficiency.

TOEIC (Test of English for International Communication TM) is a standardized exam to test the knowledge, skills and proficiency in English for non-native speakers working in international organizations. Developed at Princeton University and intended for those who are going to engage in professional activities in English.

The test uses original material taken from real situations of language communication in the business world, TOEIC makes it possible to adequately assess the level of professional language proficiency of staff working at all levels in all areas of business.

The TOEIC system is the world's number one system for certifying business English proficiency. The TOEIC certificate is recognized in more than 60 countries around the world and has more than 15 years of practice in Europe.

KET (Key English Test) - certificate of the 1st level of general language proficiency (beginner); this is the first step for those wishing to take the PET (Preliminary English Test) and other tests from the Cambridge exam series in the future. The language level for this certificate is defined by the Council of Europe as elementary A2.

Reading and writing (1 hour 10 minutes). Candidates must complete 9 tasks by answering questions on texts and passages from authentic sources and making a written part. For completing the task, 60 points are awarded, which is 50% of the total mark.

Listening (about 30 minutes). Candidates must complete 5 tests based on listening to audio recordings of the dialogues and extracting the necessary information. For completing the task, 25 points are awarded, which is 25% of the total grade.

Speaking (8 to 10 minutes). The test is a conversation between two examiners and two candidates. The task consists of two parts. Candidates should answer questions about themselves and talk to each other using the supporting materials. Completion of the task is evaluated as 25% of the total mark.

The results of the exam are determined on the basis of the total score for the three tests and have two levels: passed (Pass) and passed with honors (Pass with Merit).

PET (Preliminary English Test - Preliminary English Language Test) - certificate of the 2nd level of general knowledge (threshold level)

This exam consists of four parts: reading, writing, listening and speaking. Reading and writing are tested as part of a single job.

Exam takers must understand public announcements and signs; read short factual texts and demonstrate an understanding of language structure; look at factual material for information and read passages of an emotional or artistic nature, while capturing the mood and attitude of the author and understanding how this passage can affect the reader.

In the writing test, examinees must demonstrate the ability to provide information, report events, describe situations, express opinions, etc.

In the listening comprehension test, examinees must demonstrate the ability to understand and respond to public spoken announcements, extract factual information and understand monologues and dialogues, grasp emotional condition speakers.

The speaking test is given individually or in pairs. Examinees must demonstrate the ability to simulate real communicative situations, understand and ask questions and correctly answer them.

Each of the elements makes up 25% of the total score.

FCE (First Certificate in English) is a Cambridge English language examination of the third level of difficulty for those who can write and communicate at the Upper-intermediate level (independent user). This is an exam for those who need English for educational and professional purposes.

The FCE English exam consists of 5 parts:

Reading (reading) - you need to understand the texts of various literary genres from newspapers, magazines and books. This part of the FCE exam takes 1 hour and 15 minutes.

Writing (letter) - you need to demonstrate the ability to write in various styles (short story, letter, article, report, composition), about 120 - 180 words. This part of the exam takes 1 hour and 30 minutes.

Use of English (language use) - knowledge of grammar and vocabulary is checked. You have 1 hour and 10 minutes to complete this section.

Listening (listening comprehension) - here it is necessary to demonstrate the ability to understand spoken language from various sources, including lectures, news programs and public speaking. This section will take approximately 40 minutes to complete.

Speaking (colloquial speech) - this part of the exam is usually taken in pairs. You need to demonstrate the ability to communicate with the examiner and another candidate, as well as demonstrate your monologue speech skills (up to 14 minutes).

The FCE exam takes place over two days. Reading, listening, writing and language use are taken on the first day, and speaking on the second day. The total time for the FCE test is about 5 hours.

The score consists of the sum of the scores of the five parts. Each part is evaluated equally - 40 points, which in total gives the maximum number of points - 200. Depending on the number of points, a score is given: A (highest), B, C, D or E (lowest). Those who receive A, B or C are issued a certificate.

The FCE certificate is perpetual and does not need to be retaken over time.

The FCE certificate corresponds to level B2 of the Common European Framework of Reference for Languages. Level B2 of English proficiency is required to live and work in an English-speaking country.

FCE preparation uses real-life situations designed specifically to help you communicate more effectively and develop the skills you need to take your next step towards success.

FCE certifications are recognized by thousands of employers, universities and government agencies around the world.

CAE (Certificate in Advanced English - Advanced English Language Certificate) - certificate of level 4 general knowledge (competent user).

Passing this exam leads to a prestigious higher language certificate, designed for those whose work involves the active use of the English language. The CAE is also intended to help further develop language skills in preparation for the CPE exam, but with an emphasis on practical aspects. This exam is designed for different groups from teenagers to young professionals.

The CAE exam consists of five parts.

It can pursue different goals, but in all cases it is not an end in itself and is educational in nature: it allows you to improve the learning process, replace ineffective teaching methods and methods with more effective ones, create more favorable conditions for correcting and improving practical language proficiency, for educating students by means of a foreign language. language.

In accordance with this, in pedagogical literature called the following check functions:
1) Control and corrective;
2) control and warning;
3) control-stimulating;
4) control and training;
5) control and diagnostic;
6) control-educational and developing;
7) control and generalization.

Let's take a closer look at some of these features.

Control and corrective the function is to identify the degree of mastery of certain groups of students (strong, medium, weak) with new material, knowledge, skills and abilities in order to improve this knowledge in improving the correction methodology, i.e. making changes to it in accordance with the characteristics of this class, the level of training in specific types of speech activity in accordance with the new data of methodological theory and best practices.

control and warning the test makes it possible to draw students' attention to what material, what skills and abilities are subject to testing, what requirements are set by the teacher, to determine the degree of readiness of students for testing, the level of knowledge of the material. It allows you to identify gaps in the assimilation of the material, individual linguistic phenomena and eliminate them in a timely manner.

Control-generalizing the function is to identify the degree of possession of skills and abilities in terms of the course of study (at the end of the topic, quarter, half year, year). This check has a generalizing, complex character.

Carrying out control skills and abilities are subject to certain general pedagogical requirements, which include the following:

1. The regularity of checking each student and monitoring their progress throughout the year. The frequency of control is importance to educate students in the need for systematic work on the language, without which it is impossible to form practical skills and abilities. This allows the teacher to avoid randomness in the choice of the object of control, ensures the uniformity of control.
2. The comprehensiveness of the test, which involves monitoring the level of proficiency of each student in all types of speech activity. Comprehensive control is possible only with regular checks of all students in the class, during which the teacher keeps records of progress.
3. A differentiated approach to control, manifested in taking into account the difficulties of assimilation or mastery of the material for a given category of students or an individual student, the choice of methods and forms of control that are adequate to its object.
4. Objectivity of control, which implies the existence of established and known to students evaluation criteria, strict observance by the teacher of these criteria, minimizing subjectivity in the opinion of the student. The high demands of the teacher must be combined with an attentive attitude to each student, with the need to encourage his first successes, strengthen his faith in his own strength, in the ability to overcome difficulties.
5. Compliance with the educational impact of the assessment. Assessment of knowledge, skills and abilities of students in points is a means of educating students, influencing the motivational factors of their educational activities, because it is an expression of recognition of their success (or lag), the degree of compliance of knowledge, skills and abilities with the requirements of the program for this cash desk.

Object of control in a foreign language lesson are speech skills and abilities, i.e. the degree of ownership of various types of speech activity. For example, in speaking - the level of development of dialogic and monologue skills, in listening - the volume, duration of sound, completeness and accuracy of understanding monologue and dialogic speech with one-time perception in mechanical recording and in live communication, while reading - the ability to extract the necessary information readable text certain nature at a certain time.

The methodological literature highlights the main and additional criteria for assessing the practical knowledge of various types of speech activity. The main criteria below allow you to determine the minimum level of knowledge of this activity, additional indicators serve to determine a higher quality level.

Qualitative indicators speaking: the degree of correspondence of students' statements on the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correct use of linguistic material, i.e. compliance (or inconsistency) with the grammatical, phonetic and lexical norms of the language being studied.

The quantitative indicator of speaking is the volume of the statement, i.e. the number of speech units used in speech.

To dialogic speech the following requirements apply:
Qualitative indicators: the ability to take part in a conversation, combining the exchange of short remarks with more detailed statements.

Quantitative indicators: the volume of grammatically correct remarks of each interlocutor and their number should increase from class to class.

Requirements to monologue speech: the ability to independently, without prior preparation, formulate a statement in accordance with the situation, use a variety of lexico-semantic and syntactic structures, as well as evaluate the ability to express one's opinion on the statement. By grade 10, the number of grammatically correct sentences = 10-15.

Qualitative indicators of listening: 1) the nature of the perceived speech (speech in mechanical recording or live speech of the interlocutor), 2) the degree of understanding: general idea, complete understanding, exact understanding (i.e. understanding all the details of the audited text).

Quantitative indicators of listening: volume of speech perceived by ear (sounding time, rate of speech).

Qualitative indicators reading: 1) the nature of understanding (general idea, complete understanding of the content of the entire text, translation or non-translation of understanding); 2) the nature of the language material of the text (containing only familiar language material, a certain amount of unfamiliar lexical material), the degree of adaptation (originality) of the text.

Quantitative indicators of reading: speed, volume of text.

Types of control. In pedagogical practice, the following types of control are used:

a) current (following) - the most common and most effective type of control when it comes to the systematic control and corrective function of verification.

b) thematic control. Due to the fact that the main principle of organizing material in a foreign language is thematic, this type of control occupies a prominent place. Thematic plans provide for checking the assimilation and mastery of relevant skills by students as a result of studying the topic in the final lessons, sometimes provided by the authors of textbooks.

c) periodic control is carried out, as a rule, in order to check the mastery of a large volume of material, for example, studied for an academic quarter or half a year. This type of check can reveal the overall state of the students in the class.

d) the final control of skills and abilities is carried out at the end of each year of study. In grade 11, a final exam in a foreign language is held.

Forms of control.

The main requirement for the choice of forms of control is that they are adequate to those types of speech activity that are being tested.

The following forms of control are known in the methodological literature: a) individual and frontal, b) oral and written, c) monolingual and bilingual.

speaking. The most adequate form of control of skills and abilities of speaking is the oral form, since it allows you to identify the most important qualities for this type of speech activity: speech reaction, speech automatisms, the nature of stops, the situational nature of speech. As for the content side of speech and its correctness, these sides can also be checked using a written form of verification.

In the oral form of verification, some difficulties may arise in fixing the volume of the statement and errors, which may be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording tools.

Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral verification is most convenient for current monitoring and for identifying the degree of assimilation or automation of the material, identifying the overall picture of academic performance. This test is purposeful, conducted under the guidance of the teacher and is carried out in the form of a question-answer exercise in which the teacher plays the leading role, except when dialogic skills to start and maintain a dialogue are tested. In group control, a group of students is involved in the conversation.

To identify the level of proficiency in monologue speech by individual students, individual types of control are used, for example: 1) answers to communicative questions on supports, on the text; 2) monologue statement on the same supports. Individual forms of control are the only possible ones when testing monologue skills, while it is necessary, however, to combine individual forms of testing with frontal ones in order to avoid class passivity during a long survey of individual students.

The object of control of speaking can also be written works of a speech nature. However, it should be borne in mind that written forms of verification for students are more difficult than oral ones. In addition, these forms do not allow recording such important qualities of oral speech as the degree of spontaneity, speech reaction and speech tempo.

All these forms of control are monolingual.
Listening. Types and forms of listening control are divided according to the participation of the native language into mono- and bilingual, in form - into oral and written, by functions - into ascertaining, teaching, stimulating; with and without TCO.

If we are talking about an accurate understanding of a large text, the language material of which is difficult for subsequent active use, and the presentation in one's own words turns out to be too difficult for a student of this class, it is advisable to check using their native language. In all other cases, control is monolingual.

Monolingual forms of control are students' answers to the teacher's questions on the text they have listened to, addressed to the class (frontal form of verification) or to individual students (individual form), as well as retelling close to the text or in their own words. It is also possible to use test tasks that help to identify the degree of mastery of receptive skills.

Checking the understanding of speech (dialogical and monologue) in mechanical recording is possible only with the use of auditory technical means. A frontal written comprehension check (in the native language) is possible, which is most suitable for the tasks of periodic or final control.

Reading and writing: a) monolingual - oral speech (monologue and dialogic) and reading aloud, as well as sometimes visualization; b) bilingual - translation.

The use of oral speech, regardless of its type, as a means of control presupposes active possession of the material to such an extent and in such a volume as to fully and correctly convey the content of the read text. This type of control can be frontal and individual, depending on the purpose and conditions of control. Expressive reading out loud can also be a verbal form of control.

In practice, written forms of frontal reading checks are also used, most often in the native language. At the initial stage, monolingual oral frontal forms of verification are the most acceptable form; at the middle stage, it is sometimes possible and expedient to translate those parts of the texts in the correct understanding of which the teacher doubts the students. At the senior stage, selective interpretation associated with the analysis of difficult places can be used; written translation of individual passages of the text, as well as answers to questions and raising questions; content retelling.

The control letters is carried out only in writing by performing various kinds of written speech work (dictations, exercises, copying, checking spelling skills).

As a rule, when checking written speech and conditional speech exercises, the content is taken into account first of all, as well as lexical and grammatical correctness, since writing is only a means, and not the goal of teaching a foreign language in high school.

Control in teaching foreign languages

The control - identifying the level of formation of speech skills and abilities, diagnosing difficulties and checking the effectiveness of the methods and methods of teaching used; the process of comparing an object (learning result) with a standard.

Objects of control:

Knowledge, skills, abilities:

a) implementation of oral-speech communication in a foreign language;

b) all types of speech activity (speaking, listening, reading, writing);

c) all aspects of the language (grammar, vocabulary, phonetics).

Topics and problems (regional and linguistic-cultural knowledge, socio-cultural component).

General educational skills.

Control functions :

Educational.

Stimulating.

Corrective.

Diagnostic.

Educational.

Developing.

Estimated.

Forms of control:

individual, frontal and group;

oral and written;

monolingual and bilingual.

Evaluation criteria:

quantitative and qualitative

Test - a set of tasks prepared in accordance with certain requirements, which has undergone preliminary testing and allows to identify the degree of their language / speech competence among the tested, the results of which can be assessed according to pre-established criteria.

Testing in teaching foreign languages

Discrete test- measures the degree of mastery of individual elements of phonetics, grammar, vocabulary within one skill (listening, speaking, reading, writing) or the formation of a specific speech skill. The main function is diagnostic, it reveals specific difficulties in mastering language units. These are multiple choice tests, C tests, audio tests for highlighting individual phonemes, words, grammatical forms, stress in words, etc.

integral test- determines the level of formation of not individual skills or one skill, but their combination; provide an opportunity for a comprehensive check of foreign language communicative competence.

Test of general proficiency in foreign language (test of general skills)– determines the general level of communicative competence; serves for the selection of students, distribution into groups (TOEFL, FCE, CAE, etc.).

Progress test(test of educational achievements) - checks the level of students' proficiency in specific language material and the degree of formation of speech skills and abilities for a certain period of study (current, intermediate, final control).

Testing techniques

1. close test– test of restoration or addition. This is a coherent text in which individual words are deliberately omitted. Students must insert words that fit the meaning, thus restoring the deformed text. In this case, there is a prediction of language elements. There are no spaces at the beginning of the text so that students can familiarize themselves with the topic; highly specialized texts and texts with a large number of facts are not used.

2. C-test- a kind of close test, when the second part of every second word is removed from the text instead of removing language units in their entirety at a larger interval. The presented first part of every second word serves as a hint when filling in the gaps with appropriate words. When checking, each exactly restored word is considered correct.

3. Multiple Choice Test- a series of selective answers following the basis of the test task, in which one language unit is omitted. They are aimed at checking the proficiency in language material and assessing the formation, mainly, of receptive skills and abilities (vocabulary, grammar, listening, reading). Each task must have only one correct answer; only one element is checked in each task. The optimal number of alternatives is 5.