Abstract:

The Slovak school-leaving examination refers to the three reference levels. Level B2 is obligatory for secondary grammar school leavers; however, it is optional for secondary technical schools. This level is a higher level of independent user proficiency, which means that they are expected to write clear, detailed texts on a variety of subjects, synthesizing and evaluating information and arguments from a variety of sources. The use of more complex forms and a sufficient range of vocabulary is a distinctive feature of this level and differs B2 learners from B1 learners who are expected to produce straightforward connected texts and have a good range of vocabulary and grammar that enable them to express their ideas related to familiar topics and everyday situations.

Traditional teaching referred to forms rather than functions, which is still required by teachers who are not aware of the descriptors designed for the reference levels mentioned above. While the aim of traditional teaching was influenced by the theory of language according to which language was seen as a structure, the communicative approach emphasizes teaching language learners how these systems are used in real communication.

Currently, the Common European Framework of Reference (CEFR) supports language learning to be directed towards enabling language learners to use languages in real-life situations, expressing themselves in different natural and realistic settings. The competence-based approach is essential to designing positively stated ‘can do’ statements, which help teachers assess their students’ performances against defined, communicative criteria.

Although teachers in Slovakia use marking criteria officially recognised by the Ministry of Education, our study investigates whether teachers of English take into consideration level descriptors while assessing their students’ written performances. B2 learners’ written performances were analysed, using the scales and descriptors relevant for B2 and then language used in learners’ papers were examined in the text inspector system and the English Grammar Profile.

Keywords:

Written performances, B2 descriptors, CEFR scales, the text inspector system, the English Grammar Profile.