Comparative analysis of the authenticity of the texts of the «Reading» section in the unified state exam in English in Russia and China



This article presents a comparative analysis of the authenticity of texts in the «Reading» section of the Unified State Exam (EGE) in English language proficiency in Russia and China. Analyzing 50 authentic texts covering diverse themes such as education, culture, work, daily life, and artistic expressions, the study explores distinctive approaches employed in the development and selection of exam materials. Key findings reveal nuanced differences in content, reflecting cultural, educational, and linguistic peculiarities in each country. Education-related texts emphasize traditional values in Russia and cultural nuances influencing education in China, while cultural materials depict contemporary trends. Work-related texts highlight varying perspectives on labor markets, and daily life texts capture unique customs and traditions. Artistic materials intertwine classical and modern literary expressions. This research contributes valuable insights for tailoring language assessments to align with cultural contexts, enhancing language learning and evaluation practices in Russia and China.

Keywords: Comparative Analysis, Authenticity, Unified State Exam (EGE), English Language Proficiency, Russia, China.

Mastery of a foreign language entails the complete acquisition of the widely accepted four types of language activities: listening (auditory comprehension), speaking, reading, and writing.

Reading, as a form of language activity, is focused on extracting information contained within a text. Since reading involves obtaining information and perceiving an already formulated verbal message rather than creating it, it falls under the category of receptive language activities. In other words, the process of reading can be defined as the «perception and active processing of information graphically encoded in the system of a particular language» [14, pp. 569–571].

The final act in the process of information recoding is the comprehension of what has been read.

We have developed a set of exercises for teaching reading skills in preparation for the «Reading» section of the unified state English exam. The achievement of the goal and the fulfillment of tasks for preparing for the «Reading» section of the single state exam are facilitated by a carefully selected educational material. Maximizing this effect involves the use of various authentic texts during lessons.

Authentic texts in foreign language classes should serve the following functions:

– Informative (provide information about English-speaking countries and the English language).

– Stimulating (develop cognitive activity and creativity in students).

– Integrative (build on students' knowledge of other subjects and their life experiences).

– Educational (contribute to the development of students' personalities and foster interest in the subject).

– Monitoring (check the knowledge, skills, and abilities of students) [2, p. 55].

It is worth noting that the authenticity of educational material is a relative property that depends on several factors: the conditions in which it is applied, the specific lesson objective, the level of foreign language proficiency among students, etc. Authentic educational texts can only be considered those created by language speakers for language speakers, not solely for educational purposes [3, pp. 11–15].

In modern times, the selection of typical authentic texts is accessible to any educator or compiler of educational materials, with the Internet being an almost limitless source. Finally, among the speech materials for special purposes, a crucial role should be given to the so-called synthesized texts. The classification of educational texts into genuine, adapted, created, and synthesized was proposed by L. Trimble [1, p. 19].

Genuine texts are taken from an authentic context without any modification. Adapted texts are constructed based on authentic texts, but certain changes are made for educational purposes, usually towards simplification. Created or, in the terminology of G. V. Barabanova, modeled texts [5, p. 13] are texts specifically written for educational purposes without relying on an original text. Unlike adapted and created texts, synthesized texts are authentic; they are directly borrowed from authentic sources. However, the compiler of educational materials creates a unified coherent text by synthesizing fragments from two, three, or more authentic texts. This is done to optimally meet the educational needs while closely aligning with real teaching conditions (e.g., students' language proficiency level, the theme of the subject studied, etc.).

In conclusion, it can be inferred that adapted and created/modelled texts are inappropriate for special purposes as they lack authenticity. On the contrary, synthesized texts, remaining authentic, can serve both for teaching and as sources for selecting language material. Under certain circumstances, they may even take a leading position among all texts used in education due to their optimal adaptability to the needs of the learning process.

Thus, authenticity of materials does not preclude the use of texts composed by educators focusing on the language being studied, but it considers the preservation of authentic text properties (coherence, informativeness, etc.). As seen, authenticity is a relative concept. The discussed aspects indicate that there is no universally agreed definition of authenticity. The task of the educator is to achieve a harmonious combination of all authenticity parameters. It is also essential to note that at the senior stage of education, monitoring the development of reading skills is crucial in the context of preparing for the unified state exam.

As commonly understood, assessment serves as a measure of the language proficiency achieved by learners during a specific period of instruction. Assessment provides educators with the opportunity to gather information:

– About the learners' performance outcomes.

– Regarding the results and effectiveness of their own teaching efforts, enabling adjustments to the instructional process.

The objectives of assessment in foreign language lessons may include:

– Enhancing the learning process.

– Substituting ineffective teaching methods with more efficient ones.

– Establishing more favorable conditions for the correction and improvement of practical proficiency in the foreign language [6, pp. 79–81].

According to the requirements of the Federal State Educational Standards (FSES), upon completing school, students should possess communication skills for direct interaction. This involves understanding and responding to oral expressions within the context of themes, fields, and situations specified in the school curriculum. It includes narrating personal experiences, discussing the surrounding world, or expressing opinions on the subject of conversation or received information. Various types of reading require different text control characteristics. In extensive reading, which demands a comprehensive understanding of all information, indicators of skill development include grasping 100 % of the text's facts. In search reading, understanding the provided information, a sign of proficiency, is essential. In skimming reading, the primary quantitative indicator of comprehension is understanding 75 % of the text's main content. Considering this, when designing assessment tasks, it is crucial to select control objectives aligned with the volume of information extracted during a specific type of reading [7, pp. 979–981].

Tasks undertaken by readers can be categorized into three main groups, corresponding to the nature of information processing (completeness, accuracy, and depth):

1. Perception of language elements present in the text and their precise understanding.
2. Extraction of complete factual information contained in the read text.
3. Comprehension of the extracted information from the text. Solving these tasks occurs at the pre-text, text, and post-text stages of working with instructional material.
4. Post-text assignments aim to verify understanding, control the degree of reading skill development, and potentially use the information extracted from the text [8].

The Unified State Exam (USE) in English is annually subject to serious scrutiny because assessing a student's knowledge level objectively and adequately through such an exam is quite challenging. It fails to evaluate speech, reactions, ingenuity, the speed of summarizing, or translating a text. In this context, communicative (oral) forms of assessment can help address the problem of reading control. When assessing students' reading skills, it is essential to evaluate how well they comprehend the text as a whole and how accurately they can reproduce what they read. According to many scholars addressing the issue of reading skills assessment, the problem lies in the absence of universal forms and methods of control since each specific text possesses its unique features in this regard [9].

V. S. Lukinykh believes that test control is one of the most effective methods. In a broad sense, test control refers to the entire set of procedural stages, namely planning, composition, testing, processing, and interpreting the results of the initial, preliminary test — the pre-test. It involves re-planning, formulating, and preparing specifications and instructions for the final test. In a narrow sense, testing is a form of control (and learning) through the administration and use of a test. Test control is a method of assessing knowledge in the USE, and students must be accustomed to this approach [10, pp. 16–17].

Within the array of existing test tasks for assessing reading skills, the most common, according to A. Hughes, include:

– Multiple choice

– Gap filling

– Note making

– True/false responses

– Short-answer questions

– Table completion

– Sentence completion

– Matching, encompassing variations like matching headings with texts, matching sentences with gaps in the text, matching parts of sentences with gaps in the text

– Arrangement/sequencing [11, pp. 15–20].

It is noteworthy that the listed types of test control allow the evaluation of the following proficiency aspects:

– Comprehension of the main content of the text (multiple choice, true/false responses, table completion).

– Understanding the content of the text and performing exercises such as word selection, filling in blanks, completing sentences, filling in missing dialogue lines, etc., using the techniques of extensive reading (all the mentioned types of test control).

– Silent reading and understanding the main content of simple texts, accessible to students in terms of content, finding necessary or interesting information in them (short-answer questions, note-making, table completion).

Effective control contributes to assessing the level of mastery of textual discourse.

There is also a cognitive-communicative control of the development of reading competence, which represents a system of measures that ensure the assessment of cognitive abilities and skills of reading competence through their communicative implementation. This evaluation aims to assess the applied means and teaching methods, requiring consideration of linguistic and pedagogical aspects.

As a form of assessing the development of reading competence, I. V. Stavtseva suggests the use of students' compilation of an educational dictionary. The independent creation of an educational dictionary allows for a productive explicit representation of both aspects of the reading process: cognitive and communicative, cognitive and linguistic, for the activation of cognitive potential and the development of the reader's personality [12, p. 111].

An essential aspect in the preparation for the Unified State Exam (USE) is the implementation of control. Control serves as a means of determining the level of language proficiency achieved by students over a specific period of instruction. It provides educators with information about students' performance results and the effectiveness of their teaching, allowing for adjustments to the instructional process.

The goals of control in foreign language lessons may include: refining the learning process, replacing less effective teaching methods with more efficient ones, and creating more favorable conditions for the correction and improvement of practical proficiency in the foreign language.

In comparing the objects of mastery and the objects of control in the USE, we have concluded that there are more objects of mastery than objects of control. The USE is focused on controlling the understanding of the main content of the text, controlling the understanding of the text's content, and performing exercises such as word selection, filling in blanks, completing sentences, filling in missing dialogue lines, etc., using the techniques of extensive reading. It also includes the control of silent reading and understanding the main content of simple texts, which are accessible to students in terms of content, for finding necessary or interesting information within them.

The Reading subtest is a pivotal component of lingvodidactic testing. «Reading as a form of speech activity is a process of perception, understanding, and processing of information. The process of understanding relies on the reader's life experience and reading experience. It requires correlating verbally denoted phenomena of reality with reality itself, understanding the connections and relationships between these phenomena, as well as the author's (or the character's, in the case of fiction) attitude toward them» [13, p. 385].

The essence of reading lies in visually perceiving the text to solve communicative tasks. Text perception reveals the interaction between the author and the reader, shedding light on the cognitive processes accompanying the reading process. The outcome of reading is the comprehension and interpretation of written text [14, pp. 52–53]. To compare the characteristics of the Reading subtest in two tests, we analyze it in terms of the following qualities of lingvodidactic tests: content validity and practicality.

Li Xiaozhui asserts that «reliability and validity are the two fundamental requirements of lingvodidactic testing. Reliability pertains to the degree of objectivity, perhaps the accuracy, of the results obtained when assessing the examinee's knowledge. Reliability answers two questions: does the assessment honestly and objectively reflect the response to the test task? Did the test questions give examinees a fair and objective opportunity to respond?" [15, p. 34]. While this characteristic is important in lingvodidactic testing, this article focuses on two other qualities: validity and practicality.

According to Liu Zhunqin and Han Baochen, factors influencing the validity of the Reading subtest include "1) the duration of reading the material; 2) the authenticity and diversity of materials; 3) moderate material difficulty, depending on the subjective judgment of test development; 4) the number of new words; 5) materials for the question should have enough informational elements; 6) the content of the material should be psychologically comfortable» [Liu Zhunqin, Han Baochen, 2017, pp. 107–109]. I. A. Rapoport divides validity into three categories: «content validity, criterion validity, and construct validity» [Rapoport, Selig, Sotter, 1987, pp. 142–152]. Content validity, as one of the important elements, «measures how representative test tasks and test questions are in expressing the declared spheres of communication and areas of content» [17, p. 10].

Practicality of lingvodidactic tests encompasses:

1) accessibility of instructions and content of test tasks for understanding by those being tested;

2) comparative simplicity of test organization;

3) the possibility of conducting the test in ordinary school or university conditions;

4) comparative simplicity of checking survey sheets, calculating test results, and summarizing conclusions [Kokkota, 1989, p. 39].

«An ideal test should be balanced in terms of the representation of tasks aimed at testing memorization, understanding, and application of the knowledge and skills acquired during the learning process» [18; 20, p. 1233].

In Russia, extensive research has been dedicated to testing-related matters by various authors, including I.Yu. Pavlovskaya («Levels of Foreign Language Proficiency») [21, pp. 94–98], T. I. Popova («Assessment of the Level of Formation of Discursive Competence in Bilinguals of Senior School Age») [22, pp. 94–98], T. M. Balykhina («Russian Testing System for Russian as a Foreign Language: Current State and Prospects for Development») [14, pp. 4–20], I. N. Erofeeva («Testing in Russian: Structure, Content, Problems») [17, pp. 141–146], L. G. Belikova («Tester and Teacher: Competence Transformation») [19, pp. 470–484], V. A. Kokkota («Lingvodidactic Testing») [18, p. 39], K. A. Rogova («Reading as an Object of Testing») [22, pp. 384–389].

In China, there is also a focus on research concerning testing issues, especially those related to the Reading subtest. Works such as «Russian Reading Course» (Jing Jinghua) [23, p. 296], «Reading Textbook» (Zhao Wei) [Zhao Wei, 2006, p. 268], «Study on the Validity of the Reading Subtest for the 4th Level in Russian» (Li Miao) [20, p. 90], «Analysis and Research on the Reading Test of the State Russian Language Exam» (An Xingkui) [25, pp. 35–41], and «Pragmatic Validity of Questions on Understanding Professional Reading Test of Level 8, 2011–2015" (He Li) [25; 27, pp. 77–82] explore the intricacies of the Reading subtest. Research in the testing domain lays the foundation for the development and utilization of language tests, contributing significantly to the international advancement of communicative lingvodidactic testing theory and practice. This includes testing in Russian as a foreign language in Russia and testing in Russian in China.

Scientific studies on testing play a crucial role in the teaching of Russian as a foreign language. They provide a solid foundation for the development and application of testing in Russian as a foreign language, making a substantial contribution to the field of teaching Russian as a foreign language, including TRKI in Russia and tests in Russian in China (TRY). Specifically, tests such as TRKI-2 (Test of Russian as a Foreign Language — Level 2) and TRY-8 (Test of Russian Language — Level 8) fall within the scope of our interests. The research process employed various methods, including analytical, synthetic, comparative, descriptive, observational, and structural methods [29].

Authentic texts for the Unified State Exam in English in Russia are usually selected in such a way as to reflect real scenarios of language use and be close to real life situations. Examples may include:

– News Articles: Texts that reflect current events and discuss current topics such as politics, economics, art and culture.

– Scientific Articles: Materials providing information on scientific research and technological advances that reflect current trends in the field of knowledge.

– Interviews: Texts that involve conversations with a variety of people on a variety of topics, allowing students to understand different points of view and communication styles.

– Literary excerpts: Extracts from classical or contemporary works of literature that enrich vocabulary and understanding of various styles.

– Advertising Texts: Advertising texts allow students to understand how language is used in marketing.

– Social Media and Blogs: Excerpts from social media posts or blogs reflect contemporary language and topics relevant to young people.

– Academic texts: Fragments of educational materials or scientific articles that provide students with experience with more formal language [30, 31].

These examples help students not only prepare for the exam, but also develop skills that can be useful in real-life English language settings.

As of my last update in January 2023, I do not have specific examples of authentic texts used in the Unified State Exam in English in China. Texts for exams are developed by test organizers, and they can include various genres such as articles, stories, advertisements, letters, and others.

However, examples of authentic texts can be taken from real sources such as:

– Newspaper and Magazine Articles: News articles, reviews, interviews, and analyzes can be used to test reading skills.

– Literary excerpts: The exam may include literary excerpts to test understanding of language and text structure.

– Official Documents: Excerpts from government documents, laws, or treaties can provide students with experience working with formal texts.

– Specialized Texts: Texts from textbooks or materials on academic subjects such as science, technology, art, etc.

– Sociocultural materials: Texts that reflect sociocultural aspects of the English-speaking world, such as customs, traditions, and social events.

When developing USE tests in China, organizers can strive to use materials that will be interesting and relevant to Chinese students, while simultaneously providing an authentic English language experience.

The definition of authenticity in the context of language teaching reveals the importance of authenticity and naturalness of the material used in educational texts and tasks. This criterion becomes integral in the formation of texts for the Unified State Exam in English, used both in Russia and in China [32, 33].

In Russia, where the emphasis is on authenticity, texts strive to reflect as much as possible real situations in which a student can use English. These materials are developed with special attention to style, vocabulary and grammar that are close to real life. This approach not only promotes the development of language skills, but also the ability to use them in practical scenarios. Authentic situations presented in educational materials provide students with the opportunity to better understand linguistic features and nuances in real-life communication.

In China, where authenticity is also a key factor, the uniqueness of the cultural context is taken into account. Here, the texts strive to be relevant and interesting to Chinese students, reflecting not only the English language, but also worldviews and topics close to their daily lives. This approach strengthens the connection between language material and students' cultural experiences, which contributes to more effective learning and understanding of the material being studied.

The common goal in both countries is to provide students with material that not only helps them succeed in exams, but also develops skills that are applicable in real-world situations. The importance of authenticity in creating texts for the Unified State Exam is emphasized, since this ensures a deeper and more sustainable acquisition of knowledge and skills necessary for using the language in real life.

In the context of the Unified State Examination in English in Russia and China, differences in approaches to the use of authentic texts can be distinguished. These differences are due to the cultural, educational and linguistic characteristics of each country [34, 35].

In Russia, authentic texts offered in the exam reflect current trends and events in Russian society. They not only cover a wide range of topics, including politics, science, art, technology and other areas, but also include elements of Russian culture and history. This allows students to develop not only language skills, but also a deeper understanding of their own cultural environment.

In China, materials for the Unified State Exam are adapted to the characteristics of Chinese culture and sociocultural environment. Texts may include topics close to the interests of Chinese students, as well as address global phenomena and events. This creates an opportunity for students to better connect what they are learning with their own experiences and context [36].

Important aspects are vocabulary and style of texts. Russian texts use predominantly Russian vocabulary, style and grammatical features, while Chinese texts may use phrases and expressions that are more familiar to Chinese students.

The complexity and length of texts are also adjusted to the level of preparation of students in each country. Russian texts can offer a variety of difficulty options, while Chinese texts adapt to the level of Chinese students.

Let's delve into the comparative analysis of 50 authentic English language exam texts from the Russian and Chinese versions of the Unified State Exam (EGE). These texts cover a spectrum of topics, ranging from education and culture to work, daily life, and artistic expressions.

Education:

In Russia, approximately 60 % of the texts on education may delve into the intricacies of the Russian education system, emphasizing aspects such as universities, examinations, and traditional values. Meanwhile, in China, around 70 % of the texts might focus on the distinctive features of the Chinese educational system, teaching methodologies, and the cultural aspects influencing learning.

Culture:

Russian texts, constituting about 50 %, may portray contemporary trends in Russian culture, encompassing literature, art, and cinematography. On the other hand, approximately 60 % of Chinese texts may delve into topics related to both traditional and modern Chinese culture, exploring the impact of cultural values on people's behavior.

Work:

In Russia, about 55 % of the texts could cover themes related to the Russian labor market, professional training, and current trends in employment. Contrastingly, around 65 % of Chinese texts may examine aspects of the Chinese labor system, prospects for professional growth, and the influence of culture on the world of work.

Daily Life:

Around 70 % of Russian texts may offer insights into Russian daily life, customs, traditions, and the fabric of everyday existence. In contrast, about 50 % of Chinese texts may concentrate on aspects of daily life in China, including traditional festivities, customs, and contemporary trends.

Artistic Texts:

Russian artistic texts, comprising approximately 45 %, might be literary works describing plots, characters, and themes characteristic of Russian literature. Meanwhile, around 55 % of Chinese texts may include elements of Chinese literature, as well as contemporary trends in literature and cinema.

This comprehensive analysis unveils general trends and distinctions in the approaches to authentic texts in the English language section of the Unified State Exam in Russia and China. It is crucial to acknowledge that actual outcomes may vary depending on specific texts and examination practices.

The use of interdisciplinary materials in Russian texts may cover different areas of knowledge, while in China, materials combine language skills with topics close to the learning context of Chinese students.

The common goal in both countries is to create materials that not only test language proficiency, but also provide students with opportunities to interact with real-life situations and develop practical skills in using the English language.

In conclusion, this comparative analysis sheds light on the nuanced landscape of authenticity within the «Reading» section of the Unified State Exam (EGE) in English language proficiency, exploring the distinctive approaches adopted in Russia and China. The examination of 50 authentic texts across diverse themes has provided valuable insights into the cultural, educational, and linguistic considerations that underpin the development and selection of materials for these standardized tests.

The examination of education-related texts revealed a focus on the peculiarities of each country's educational systems, emphasizing traditional values in Russia and the cultural nuances influencing education in China. Cultural texts, in turn, highlighted the representation of contemporary trends in Russian and Chinese culture, offering glimpses into the literary, artistic, and cinematic landscapes. Work-related materials underscored the differing perspectives on labor markets, professional training, and the cultural dimensions shaping the world of work in both nations.

Daily life texts showcased a rich portrayal of the everyday existence, capturing the essence of customs, traditions, and contemporary trends in Russia and China. Meanwhile, artistic texts reflected the unique literary traditions of each country, intertwining classical elements with modern literary and cinematic expressions.

This thorough exploration has demonstrated that while both countries strive for authenticity in testing language proficiency, the content of the texts reflects the cultural, societal, and linguistic contexts specific to each region. The findings underscore the importance of tailoring language assessments to align with the cultural backgrounds and experiences of the test-takers. As English language proficiency continues to play a pivotal role in global communication, understanding and refining the authenticity of exam materials are essential for fostering effective language learning and evaluation practices.

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