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Rita Juknevičienė

 

 

Current employment

Department of English Philology, Faculty of Philology, Vilnius University, Lithuania

Areas of expertise

Language testing and assessment, learner corpus research, formulaic language

Publications

  • Juknevičienė, R. (2017) English Phraseology and Corpora. An introductory course in corpus-based and corpus-driven phraseology. Vilnius: Vilnius University Press.
  • Juknevičienė. (2016) Towards a refined inventory of lexical bundles: an experiment in the Formulex method. Kalbu studijos/Studies about Languages 29: 58-73. Available at: http://dx.doi.org/10.5755/j01.sal.0.29.15327.
  • Juknevičienė, R. & I. Šeškauskienė. (2014) The National Examination of English in Lithuania: Searching for Evidence of CEFR Criterial Achievement Levels. Kalbų studijos/Studies about Languages 25: 88-96. Available at: http://www.kalbos.ktu.lt/index.php/KStud/article/view/8579.   
  • Juknevičienė, R. 2013. Recurrent word sequences in written learner English. In I. Šeškauskienė & J. Grigaliūnienė (eds.) Anglistics in Lithuania. Cross-Linguistic and Cross-Cultural Aspects of Study. Newcastle upon Tyne: Cambridge Scholar Publishing. 178-197.
  • Grigaliūnienė, J. & R. Juknevičienė. (2013) Recurrent formulaic sequences in the speech and writing of the Lithuanian learners of English. In S. Granger, G. Gilquin & F. Meunier (eds.) Twenty Years of Learner Corpus Research: Looking back, Moving ahead. Corpora and Language in Use - Proceedings 1, Louvain-la-Neuve: Presses universitaires de Louvain. 211-222.
  • Szabó, G. (1996). Learning to "kook." How to make it tough but delicious. NovELTy. Vol. 3/1:40-57.
  • Szabó, G. (1996). The application of Item Response Theory in language testing. In Székely, G. and Jónás Cs. E. (eds)
    Nyelvek és Nyelvoktatás a Kárpát-medencében. Nyíregyháza: Bessenyei György Könyvkiadó. 270-275.
  • Szabó, G. and Nikolov, M. (1996). Lessons learned. In Nikolov, M. and Horváth, J. (eds) Learning Lessons. Innovations in Teacher Education and Assessment. Pécs: Lingua Franca Csoport. 145-167.
  • Szabó, G. (1997). Breaking the bank: building a language testing item bank at JPU. In Kurdi, M. and Horváth, J. (eds) HUSSE Papers 1997. Pécs: University Press Pécs. 373-378.
  • Szabó, G. (1997). Item Response Theory in language testing. Testing Matters. Vol 2/2: 9-11.
  • Szabó, G. (1998). Item Response Theory in language testing. NovELTy. Vol. 5/2: 42-47
  • Bors, L., Nikolov, M., Pércsich, R. & Szabó, G. (1999). A pécsi nyolcadik osztályosok idegen nyelvi tudásának értékelése. Magyar Pedagógia. Vol. 99/4: 289-306.
  • Alderson, J. C., Pércsich, R. and Szabó, G. (2000). Results of piloting. In Alderson, J. C., Nagy, E. and Öveges, E. (eds) English Language Education in Hungary Part II. Examining Hungarian Learners’ Achievements in English. Budapest: The British Council. 82-91.
  • Alderson, J. C., Pércsich, R. and Szabó, G. (2000). Sequencing as an item type. Language Testing. Vol. 17/4: 423-447.
  • Cseresznyés, M., Horváth, J., Martsa, S., Nikolov, M., Pércsich, R., Sulyok, A., Szabó, G. & Szabó, K. (2000). Az alapműveltségi vizsga részletes követelményrendszere. Szeged: Mozaik
  • Nikolov, M., Pércsich, R. and Szabó, G. (2000). Piloting the basic-level examination. In Alderson, J. C., Nagy, E. and Öveges, E. (eds) English Language Education in Hungary Part II. Examining Hungarian Learners’ Achievements in English. Budapest: The British Council. 198-217.
  • Nikolov, M., Pércsich, R. & Szabó, G. (2000). A puding próbája: Alapszintű angol feladatok bemérésének tapasztalatai. Modern Nyelvoktatás. Vol. 6/4: 3-28.
  • Szabó, G. and Nyírő, Zs. (2000). Listening comprehension. In Alderson, J. C., Nagy, E. and Öveges, E. (eds) English Language Education in Hungary Part II. Examining Hungarian Learners’ Achievements in English. Budapest: The British Council. 149-159.
  • Szabó, G. (2003). Comparing the Language Performance of Teachers and Would-be Teachers. In Andor, J., Horváth, J. and Nikolov, M. (eds) Studies in English Theoretical and Applied Linguistics. Pécs: Lingua Franca Csoport
  • Szabó, G. (2006). Anchors aweigh! An analysis of the impact of anchor item’s number and difficulty range on item difficulty calibrations. In M. Nikolov & J. Horváth (Eds.), UPRT 2006: Empirical studies in English applied linguistics. Pécs: Lingua Franca Csoport. 249-262
  • Szabó, G. (2008). Applying Item Response Theory in Language Test Item Bank Building. München: Peter Lang.
  • Szabó, G. (2009). Ponthatár vagy képességszint? Az IRT-alapú teljesítményszint minimumok megállapításának gyakorlati kérdései a nyelvtudásmérésben. Modern Nyelvoktatás. Vol. 15/4. 3-13.
  • Szabó, G. & Kiszely Z. (2010). Államilag elismert nyelvvizsgarendszerek illetve az emelt szintű érettségi összevetése próbavizsgázói teljesítmények tükrében német és angol nyelvből. Modern Nyelvoktatás. Vol. 16/4. 19-38.
  • Huszti, J., Háry, L. Szabó, G. (2011). Anbindung der ECL-Prüfungsstufen an die Niveaus des Gemeinsamen europäischen Referenzrahmens für Sprachen. In M. Hahn & G. Wazel (Hrsg.) Theorie and Praxis des DaF- und DaZ-Unterrichts heute. 20 Jahre Intitut für Interkulturelle Kommunikation e.V. (pp. 117-128). Frankfurt am Main: Peter Lang
  • Nikolov M. & Szabó G. (2011). Az angol nyelvtudás diagnosztikus mérésének és fejlesztésének lehetőségei az általános iskola 1-6. évfolyamán. In Csapó Benő, Zsolnai Anikó (szerk.) A kognitív és affektív fejlődés diagnosztikus mérése az iskola kezdő szakaszában (pp. 13-40). Budapest: Nemzeti Tankönyvkiadó.
  • Nikolov M. & Szabó G. (2011). Establishing difficulty levels of diagnostic listening comprehension tests for young learnersof English. In Horváth, J. (ed). UPRT 2011: Empirical Studies in English Applied Linguistics. (pp. 73-82). Pécs: Lingua Franca Csoport.
  • Noijons, J., Béresová, J., Breton, G. & Szabó, G. (2011). (eds.) Relating language examinations to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Highlights from the Manual. Graz: ECML
  • Szabó, G. (2011). Relating language examinations to the CEFR: ECL as a case study. In Matyniuk, W. (ed). Aligning Tests with the CEFR: Reflections on Using the Council of Europe's Draft Manual. (pp. 133-144). Cambridge: Cambridge University Press.
  • Együd, Gy., Kiszely, Z. & Szabó, G. (2012). Comparing the Hungarian School-Leaving Examination with International Language Examinations. In Tsagari, D. & Csépes, I. (eds.). Collaboration in language testing and assessment. (pp. 109-126). Frankfurt am Main: Peter Lang.
  • Nikolov, M. & Szabó, G. (2012). Assessing young learners’ writing skills: A pilot study of developing diagnostic tests in EFL. In Pusztai, G., Tóth, Z. & Csépes, I. (eds.). Current Research in the Field of Disciplinary Didactics: Hungarian Educational Research Journal (HERJ) Special Issues, 2. (pp. 50-62). Budapest: HERA
  • Nikolov, M. & Szabó, G. (2013). Developing diagnostic tests for young learners of EFL in grades 1 to 6. In Galaczi, E. D. & Weir, C. J. (eds.). Exploring Language Frameworks. (pp. 347-363). Cambridge: Cambridge University Press.
  • Szabó, G. & Nikolov, M. (2013). An analysis of young learners’ feedback on diagnostic listening comprehension tests. In Mihaljević Djigunović, J. & Medved, M. (eds.). UZRT 2012: Empirical Studies in English Applied Linguistics. (pp. 7-21). Zagreb: FF Press.
  • Szabó, G. (2014). Applying objective measures of text difficulty in the comparison of texts in reading comprehension tasks. In Horváth, J. & Medgyes, P. (eds.). Studies in Honour of Marianne Nikolov. (pp. 385-398). Pécs: Lingua Franca Csoport.
  • Nikolov, M. & Szabó, G. (forthcoming in 2015). A study on Hungarian 6th and 8th graders’ proficiency in English and German at dual-language schools. In Holló, D. & Károly, K. (eds.). Inspirations in Foreign Language Teaching – Studies in language pedagogy and applied linguistics. Harlow: Pearson Education.
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Working Languages

Lithuanian, English, Swedish, Russian

 

Contact

Address for correspondence: Email

 

This initiative is carried out within the framework of a cooperation agreement between the European Centre for Modern Languages and the European Commission, entitled Innovative Methodologies and Assessment in language learning (www.ecml.at/ec-cooperation)