Ocene posameznih leksikalnih elementov, pridobljene z množičenjem
Perspektiva osrednjega besedišča
DOI:
https://doi.org/10.4312/slo2.0.2022.2.5-61Ključne besede:
osrednje besedišče in učenje jezika, množičenje pri nestrokovnjakih, posamični leksikalni elementi, ravni CEFR, primerjalna presojaPovzetek
V raziskavi preučujemo teoretična in praktična vprašanja, povezana z razlikovanjem med osrednjim in obrobnim besediščem na različnih ravneh jezikovnega znanja z uporabo statističnih pristopov v kombinaciji z množičenjem. Obenem ugotavljamo, ali je mogoče razvrstitve oseb, ki se učijo drugega jezika, uporabiti za določanje ravni nepoznanega besedišča. Raziskava je izvedena na enobesednih enotah v švedščini.
Preučujemo štiri hipoteze: (1) za vsako raven znanja obstaja osrednje besedišče, vendar to velja le do ravni B2 po CEFR (višja srednja raven); (2) osrednje besedišče kaže večjo sistematičnost v rabi, medtem ko se robni elementi obnašajo bolj idiosinkratično; (3) glede na to, da imamo za vsako raven na voljo ključne elemente (t. i. sidrne elemente), lahko vsako novo nepoznano besedo postavimo ob bok omenjenim ključnim elementom z vrsto primerjalnih ocenjevalnih nalog in tako določimo “ciljno” raven za prej nepoznano besedo; in (4) osebe s pomanjkljivim znanjem se bodo v primerjalnem ocenjevanju odrezale enakovredno osebam z dobrim znanjem. Hipoteze smo v veliki meri potrdili: V povezavi z (1) in (2) naši rezultati kažejo, da obstaja določena sistematičnost pri jedrnem besedišču za začetne in srednje ravni (A1-B1), medtem ko smo pri višjih ravneh (B2-C1) opazili manj sistematičnosti. Pri točki (3) predlagamo, da se kot metoda za dodelitev “ciljne” ravni nepoznanim besedam uporabi množičenje ocen besed z uporabo primerjalne presoje in s pomočjo poznanih sidrnih besed. Glede (4) potrjujemo predhodne ugotovitve, da je mogoče za naloge jezikovnega označevanja v okviru primerjalne presoje učinkovito uporabiti nestrokovnjake, v našem primeru učence jezika.
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