出版社：Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)
摘要：Namen prispevka je analiza sklopov in nalog Tekmovanja iz italijanščine kot drugega in tujega jezika 2013, pri čemer sta nas posebej zanimala struktura testnih kompletov glede na zastopanost sklopov ter razmerje med receptivnimi in produktivnimi nalogami znotraj kompletov in tudi znotraj posameznih sklopov. Pri analizi sklopov je bilo ugotovljeno, da so bili v nekaterih testnih kompletih neenakomerno zastopani. Pri podrobnejši analizi nalog smo glede razmerja med receptivnimi in produktivnimi nalogami ugotovili, da sta bila ravni A1 in A2 primerno uravnoteženi, ravni B1 in B2 nekoliko slabše. Medtem ko je bilo na ravni B1, ki je namenjen učencem, ki ne prihajajo iz dvojezičnega območja, kar dve tretjini produktivnih nalog, je bila na ravni B2 pa le polovica takšnih nalog. Poleg tega je bil sklop »komunikacija« na vseh ravneh večinoma preverjan skoraj izključno z nalogami receptivnega tipa. V bodoče bi bilo treba nekoliko podrobneje razmisliti o razmerju med receptivnimi in produktivnimi nalogami, predvsem glede na dva kriterija: ker gre za najboljše učence, se delež produktivnih nalog ne bi smel spustiti pod 50%, poleg tega pa bi bilo treba upoštevati pri odločitvah o tipologiji nalog tudi, ali posamezniki prihajajo iz dvojezičnega območja ali ne.Ključne besede: italijanščina, tuji/drugi jezik, preverjanje znanja, receptivne naloge, produktivne naloge
其他摘要：The purpose of this paper is to analize the subsets and the tasks of the competition in Italian as a foreign and second language in 2013. We were particularly interested in the share of the subsets and in the balance of receptive and productive tasks in the exams as well as in each particular subset. With the analysis of the subsets, it was found that in some of the four exams the subsets were unevenly represented. With a more detailed analysis of the tasks regarding the balance of receptive and productive tasks it was discovered that at levels A1 and A2 the exams were appropriately balanced, whereas at levels B1 and B2 the balance was not so good. While there were as many as two-thirds of the tasks in the exam for the level B1, which is intended for students that do not come from a bilingual area, productive, there were such only half of the tasks in the exam for the level B2, intended for students living in the bilingual area. In addition, the subset „communication“ consisted of almost exclusively receptive tasks.In the future, the shares of the sections and the balance of receptive and productive tasks will need some further consideration regarding two criteria: the students competing in the competition are the best students in Italian so the share of productive tasks should not fall below 50% and in addition, the difference between students coming from bilingual area and the others should be taken into account. Key words: Italian, foreign / second language, testing, receptive tasks, productive tasks.
