Investigating literacy requirements of reading and listening comprehension test tasks: the case of the KPG English and French exams
Styliani Karatza
Faculty of English Language and Literature
School of Philosophy National and Kapodistrian University of Athens
Abstract
This thesis rests on the basis that successful performance in realistic test tasks requires that language test takers have developed not only their language proficiency but also different types of literacy: school literacy, test-taking literacy and social literacy. Moreover, it rests on the understanding that successful performance in different test task types requires different kinds of literacy. Thus, the thesis shall set out tο investigate the types of literacy required for successful performance in the reading and listening comprehension test tasks of the Greek state language exams (known as the KPG exams). More specifically, the thesis will be investigating the kinds of school literacy, test-taking literacy and social literacy required in KPG reading and listening comprehension test tasks of six exam periods (2007-2009), at three exam levels (B1, B2 and C1), in English and French. The research will be based on task analysis and exam item analysis. Further, experiments and questionnaire surveys will shed light on the correlation of literacy types with candidates’ performance. It is expected that useful insights will be gained from the correlation between social factors affecting literacy (i.e. age, sex, place of residence, level of education) and task performance. Additionally, I will explore the correlation of test-taking literacy with candidates’ performance. Through this research I hope that I will specify and classify the school-based, social and test-taking literacy requirements of KPG reading and listening tests in terms of language and level of proficiency. The ultimate aim of the thesis is to devise a tool for the investigation of literacy requirements not only of value within the framework of KPG but also useful for the language classroom and for other language assessment exam batteries. Given the fact that literacy is a significant but neglected area in foreign language teaching, testing and assessment, it is hoped that the findings of the thesis will serve as a guide for material developers and course designers.
