Professional Documents
Culture Documents
Gunton
Oiler, J. W., Jr. (1972c). 'Scoring Methods and Difficulty Levels for Tests
of Proficiency in English as a Second Language.' Modern Language Journal,
Vol. 56, pp. 151-8.
(1973a.) 'On the Relation Between Syntax, Semantics, and Prag-
matics.' In Makkai, Makkai, and Heilman.
(19736.) 'Pragmatics and Language Testing.' Paper presented at the
First Joint Meeting of ATLA/TESOL, San Juan, Puerto Rico. Revised
and expanded version in Spolsky (1973).
and J. C. Richards, eds. (1973). Focus on the Learner: Pragmatic
Perspectives for the Language Teacher. Rowley, Mass.: Newbury House.
Rand, E. J. (1972.) 'Integrative and Discrete Point Tests at UCLA.' UCLA
TESL Workpapers, Vol. 6, June, pp. 67-78.
Spolsky, B. ed. (1973.) Current Trends in Language Testing. The Hague:
Mouton.
Stevens, K. N. and A. S. House (1972). 'Speech Perception.' In Wathen-
Dunn, ed., Models for the Perception of Speech and Visual Form. Cambridge,
Mass.: M.LT. Press.
Valette, R. N. (1964.) The Use of the Dict6e in the French Language Class-
room.' Modern Language Journal. Vol. 48, pp. 431-4.
(1967.) Modern Language Testing: A Handbook. New York: Harcourt,
Brace, and World.
not the pupil. Or perhaps the syllabus was the causeor slow
reading speedsor the lack of materials in libraries, bookshops,
and homes. Enough doubt clouded the issue to justify an
enquiry which proceeded along two lines.
Tabulation
A questionnaire comprising 34 questions, some of which sought
to discover the range of reading interest by separate authors and
titles, was completed by 348 individuals. A massive amount of
documentation resulted, all of which was processed manually.
Access to a computer would have reduced the time spent on
tabulation and permitted further analysis of materials. Anyone
undertaking a comparable survey should consider the possibility
of obtaining mechanical data-processing facilities.
The sample of population
1. Sex
Boys do not study foreign languages at universities in anything
like the same numbers as girls and for this reason girls outnumber
boys in the survey. To have tried to redress the imbalance would
have given a false picture and involved more schools, introducing
additional administrative problems as well as unwanted demo-
graphic factors by taking the survey outside Belgrade. As a result
there were four boys and 110 girls among the 1st year students
and nine boys and 54 girls among the 4th-year students.
2. Numbers
There were 177 university students and 171 schoolchildren, giving
a total of 348. Some of the secondary-school pupils were learning
French as their L 2 , and these were included so as to provide a
cross-check against data provided by those learning English.
3. Reading habits
Our first question dealt with when pupils and students read.
It was no surprise to find that 70 per cent read mostly in the
evening, although most libraries and reading-rooms close early
in the evening. Those who read in the morning have greater
facilities and less competition for seats. Libraries of all descriptions
40 N. Dimitrijevid and D. Gunton
Sixty-seven per cent of the sample felt they did not read enough,
whilst 99 per cent considered reading to be an important factor
in language learning. Asked why they did not read more, 82 per
cent claimed they had insufficient time, and only 7 per cent gave
lack of space as the reason. As homes are often overcrowded,
students' hostels are cramped, and libraries close early in the
evening, it was anticipated that lack of space would have been
mentioned more often. Whether students read little because they
have no time or facilities, or because they are distracted or lazy,
or because the curriculum is overburdened merits some enquiry.
Students appear to make particularly poor use of library facilities.
Of 4th-year students, for example, only 30 per cent use the town
library and none support the university library; 24 per cent use
'other libraries', quite possibly the libraries of foreign agencies
in Belgrade. Is this a rejection of poor facilities? It is not recon-
cilable with their professed belief in the importance of reading.
Because most libraries in Yugoslavia are of the 'closed access'
variety, browsing is impossible, and unsuspected tastes or interests
cannot be recognised or stimulated by inspecting books on the
shelves. In addition, handling books and learning to discriminate,
to recognise their qualities and their shortcomings, is an infinitely
more difficult process. The evidence that approximately one
student in four is using a library, and then a library not catering
specifically to his needs, suggests that a survey of libraries used
by students would be instructive.
About 25 per cent of students experience difficulties in obtaining
the books they want. Our question delved no deeper, which is
a pity. Who were the students who could not find books ? Were
they in the brighter and more demanding category or among
the slower and more easily dismayed ? How far did studies suffer
as a result? How much difficulty is it reasonable for a student
to encounter when seeking a book? Is a student any judge of this?
On the whole question of book provision there is an acute need
for a thorough survey of students' requirements, the extent to
which they are met, and ways in which library services can be
improved.
Reading interests
We now pass to the second line of inquiry we pursued, into
learners' interests. What do they prefer? What do they read from
choice? How far do they deviate from prescribed texts?
Asked to give'their favourite literary form, 78 per cent of the
sample cited the novel. Only 6 per cent of the 4th-year students
gave poetry, which in view of the structure of their course, the
attention paid to poetry, and the choice of a foreign language
42 N. Dimitrijevid and D. Gunton