Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams

Proficiency certification exams represent an important instrument of regulation and diffusion of Spanish language (González, 2017) within the historical and social period whither Spanish is considered as a majority language characterized by the diversity of places in which it is spoken, taught, lear...

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Autor principal: Ricciardi , Natalia
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina 2024
Materias:
Exámenes de Dominio
Comprensión Lectora
DELE
CELU
SIELE
Proficiency Tests
Reading Comprehension
Acceso en línea:https://infosur.unr.edu.ar/index.php/2020/article/view/97
Aporte de:
INFOSUR de Universidad Nacional de Rosario
id I15-R199-article-97
record_format ojs
spelling I15-R199-article-972024-12-19T19:58:30Z Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams Evaluación en español lengua extranjera (ELE): paradigmas para abordar la comprensión escrita en exámenes de certificación de dominio Ricciardi , Natalia Exámenes de Dominio Comprensión Lectora DELE CELU SIELE Proficiency Tests Reading Comprehension DELE CELU SIELE Proficiency certification exams represent an important instrument of regulation and diffusion of Spanish language (González, 2017) within the historical and social period whither Spanish is considered as a majority language characterized by the diversity of places in which it is spoken, taught, learned and evaluated. This article presents a discursive analysis of reading comprehension tests in three different assessment systems for Spanish as a foreign language (ELE), in order to identify the underlying comprehension paradigms. First, a summary overview of the context of creation of DELE, CELU and SIELE will be presented also with their main characteristics. The fundamental requirements of the exams that guarantee their reliability and international recognition will then be defined. Secondly, we will describe the reading comprehension skill and will present the definition of traditional reading models also within cognitive operations and aspects involved. We will then present two epistemological paradigms or models of comprehension: decoding and inference, both of them conducting different notions of text, language and the comprehension activity itself that have a direct impact on methodological decisions materialized in the tests. Finally, specific tasks of the reading comprehension tests of each international ELE exam will be analyzed, in order to identify underlying theoretical notions in each evaluation system. En una coyuntura histórica en la que el español se presenta como lengua mayoritaria caracterizada por la diversidad de espacios geopolíticos en los que se habla, se enseña, se aprende y se evalúa, los exámenes de certificación de dominio representan un importante instrumento de regulación y difusión del uso de esta lengua (González, 2017). Este artículo presenta un análisis discursivo de pruebas de comprensión lectora de tres sistemas de evaluación del español como lengua extranjera (ELE), a fin de identificar los paradigmas de comprensión subyacentes. Primeramente, se presentará un panorama resumido del contexto de surgimiento del DELE, CELU y SIELE y se describirán sus principales características. También, serán definidos los requisitos fundamentales de los exámenes que garantizan su idoneidad y reconocimiento internacional. En un segundo momento, nos detendremos en el acto de leer y en la definición de los modelos tradicionales de lectura y las operaciones cognitivas y aspectos involucrados, para luego presentar dos paradigmas epistemológicos o modelos de comprensión: la decodificación y la inferencia y ambos acarrean diferentes nociones de texto, de lengua y de la propia actividad de la comprensión que impactan directamente en decisiones metodológicas materializadas en las pruebas. Finalmente, serán analizadas tareas concretas de las pruebas de comprensión lectora de cada examen internacional de ELE, a fin de identificar nociones teóricas subyacentes en cada sistema de evaluación. Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina 2024-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://infosur.unr.edu.ar/index.php/2020/article/view/97 10.35305/rev.infosur.v2i3.97 Infosur; Vol. 2 Núm. 3 (2024): Vol. 2 - Número 3 - Año 2024; 39-61 1851-1996 1851-1996 spa https://infosur.unr.edu.ar/index.php/2020/article/view/97/88 https://creativecommons.org/licenses/by-sa/4.0/
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-199
container_title_str INFOSUR
language Español
format Artículo revista
topic Exámenes de Dominio
Comprensión Lectora
DELE
CELU
SIELE
Proficiency Tests
Reading Comprehension
DELE
CELU
SIELE
spellingShingle Exámenes de Dominio
Comprensión Lectora
DELE
CELU
SIELE
Proficiency Tests
Reading Comprehension
DELE
CELU
SIELE
Ricciardi , Natalia
Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
topic_facet Exámenes de Dominio
Comprensión Lectora
DELE
CELU
SIELE
Proficiency Tests
Reading Comprehension
DELE
CELU
SIELE
author Ricciardi , Natalia
author_facet Ricciardi , Natalia
author_sort Ricciardi , Natalia
title Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
title_short Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
title_full Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
title_fullStr Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
title_full_unstemmed Evaluation in Spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
title_sort evaluation in spanish as a foreign language: paradigms to address written comprehension in proficiency certification exams
description Proficiency certification exams represent an important instrument of regulation and diffusion of Spanish language (González, 2017) within the historical and social period whither Spanish is considered as a majority language characterized by the diversity of places in which it is spoken, taught, learned and evaluated. This article presents a discursive analysis of reading comprehension tests in three different assessment systems for Spanish as a foreign language (ELE), in order to identify the underlying comprehension paradigms. First, a summary overview of the context of creation of DELE, CELU and SIELE will be presented also with their main characteristics. The fundamental requirements of the exams that guarantee their reliability and international recognition will then be defined. Secondly, we will describe the reading comprehension skill and will present the definition of traditional reading models also within cognitive operations and aspects involved. We will then present two epistemological paradigms or models of comprehension: decoding and inference, both of them conducting different notions of text, language and the comprehension activity itself that have a direct impact on methodological decisions materialized in the tests. Finally, specific tasks of the reading comprehension tests of each international ELE exam will be analyzed, in order to identify underlying theoretical notions in each evaluation system.
publisher Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina
publishDate 2024
url https://infosur.unr.edu.ar/index.php/2020/article/view/97
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first_indexed 2025-02-05T22:38:33Z
last_indexed 2025-02-05T22:38:33Z
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