Gašper Ilc
Biographic Data
| ID | 6521532 |
|---|---|
| NAME | Gašper Ilc |
| GIVEN NAMES | Gašper |
| FAMILY NAME | Ilc |
| SIGNATURE | ILC G |
| AFFILIATIONS | University of Ljubljana |
| ORCID | 0000-0003-2600-378X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Errors as indicators of writing task difficulty at the Slovene general matura in English
Task difficulty is an important but complex phenomenon in Applied Linguistics, for which there is relatively little empirical research. This article discusses approaches to defining task difficulty and focuses on objective task difficulty derived from ratings of performances and on difficulty derived from an error count in the performances, thus taking errors as indicators of writing task difficulty. Errors are described in terms of the Scope–Sub…
Item and task difficulty in a B2 reading examination
The article presents a study of a CEFR B2-level reading subtest that is part of the Slovenian national secondary school leaving examination in English as a foreign language, and compares the test-taker actual performance (objective difficulty) with the test-taker and expert perceptions of item difficulty (subjective difficulty). The study also analyses the test-takers’ comments on item difficulty obtained from a while-reading questionnaire. The r…
Validating the Slovenian national alignment to Cefr
The paper examines the results of the CEFR alignment project for the Slovenian national examinations in English. The authors aim to validate externally the standard-setting procedures by adopting a socio-cognitive model of validation (Khalifa & Weir, 2009; Weir, 2005) to analyse the scoring, context and cognitive validity of three reading subtests: the Slovenian B2 national examination and the international examinations FCE and CAE, aligned with …
Relating the Slovenian secondary school English language national examinations to the Cefr
The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical second…
Jespersen's cycle in Slovenian
The paper examines the syntactic status of the negative marker in standard Slovenian and its Pannonian dialects in terms of the grammaticalisation process known as Jespersen's cycle. Assuming that Jespersen's Cycle can be observed synchronically, the paper focusses on the correlation between the morpho-phonological strength of the negative marker and the syntactic derivation of negative clauses. The data analysis identifies at least three differe…
Negative pronouns in Slovene
In this paper we examine Slovene negative pronouns from a cross-linguistic perspective and propose an account of their observed properties interms of minimalist feature checking theory as developed by Chomsky (1995, 1998, 1999, 2001)and modified by Pesetsky & Torrego (2000, 2002) and Hiraiwa (2000)
Verb movement and interrogatives
Verb movement is a phenomenon that has been studied extensively withintheframework of Chomskyan generative grammar. The pioneering work by Pollock(1989) has been followed by a number of studies involving various languages, whichhas provided an important insight both into the language-specific andlanguage-universal properties of verb movement. In most general terms, verb movement canbedefined as movement of the verb from its base position in the …
Errors as indicators of writing task difficulty at the Slovene general matura in English
Task difficulty is an important but complex phenomenon in Applied Linguistics, for which there is relatively little empirical research. This article discusses approaches to defining task difficulty and focuses on objective task difficulty derived from ratings of performances and on difficulty derived from an error count in the performances, thus taking errors as indicators of writing task difficulty. Errors are described in terms of the Scope–Sub…
Verb movement and interrogatives
Verb movement is a phenomenon that has been studied extensively withintheframework of Chomskyan generative grammar. The pioneering work by Pollock(1989) has been followed by a number of studies involving various languages, whichhas provided an important insight both into the language-specific andlanguage-universal properties of verb movement. In most general terms, verb movement canbedefined as movement of the verb from its base position in the …
Negative pronouns in Slovene
In this paper we examine Slovene negative pronouns from a cross-linguistic perspective and propose an account of their observed properties interms of minimalist feature checking theory as developed by Chomsky (1995, 1998, 1999, 2001)and modified by Pesetsky & Torrego (2000, 2002) and Hiraiwa (2000)
Jespersen's cycle in Slovenian
The paper examines the syntactic status of the negative marker in standard Slovenian and its Pannonian dialects in terms of the grammaticalisation process known as Jespersen's cycle. Assuming that Jespersen's Cycle can be observed synchronically, the paper focusses on the correlation between the morpho-phonological strength of the negative marker and the syntactic derivation of negative clauses. The data analysis identifies at least three differe…
Relating the Slovenian secondary school English language national examinations to the Cefr
The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical second…
Validating the Slovenian national alignment to Cefr
The paper examines the results of the CEFR alignment project for the Slovenian national examinations in English. The authors aim to validate externally the standard-setting procedures by adopting a socio-cognitive model of validation (Khalifa & Weir, 2009; Weir, 2005) to analyse the scoring, context and cognitive validity of three reading subtests: the Slovenian B2 national examination and the international examinations FCE and CAE, aligned with …
Item and task difficulty in a B2 reading examination
The article presents a study of a CEFR B2-level reading subtest that is part of the Slovenian national secondary school leaving examination in English as a foreign language, and compares the test-taker actual performance (objective difficulty) with the test-taker and expert perceptions of item difficulty (subjective difficulty). The study also analyses the test-takers’ comments on item difficulty obtained from a while-reading questionnaire. The r…
Errors as indicators of writing task difficulty at the Slovene general matura in English
Task difficulty is an important but complex phenomenon in Applied Linguistics, for which there is relatively little empirical research. This article discusses approaches to defining task difficulty and focuses on objective task difficulty derived from ratings of performances and on difficulty derived from an error count in the performances, thus taking errors as indicators of writing task difficulty. Errors are described in terms of the Scope–Sub…
Linguistics (6 works) · Psychology (5 works) · Mathematics education (3 works) · Philosophy (3 works) · Second Language Acquisition and Learning (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Comprehension (2 works) · Computer Science (2 works) · Feature (linguistics) (2 works)