A1 Level Research Articles

The development of sentence complexity in the writing of young learners of L3 Spanish in Norway

This article explores the development of sentence complexity in the writing of young learners of Spanish as the third language (L3) learned in Norwegian schools. Learning to write in a foreign language is a complex process, and a novice learner will start to write simple sentences that develop over time. To track this development, the present study investigates texts written by learners of Spanish from the first and second year of upper secondary school (school years 11-12, ages 16-17) as their ordinary schoolwork. The texts are collected as part of the TRAWL (Tracking Written Learner Language) corpus and show how learners write in an authentic school context. To address sentence development, the use of coordinating and subordinating conjunctions is analyzed. The findings indicate that most pupils use y (and) and pero (but) to coordinate clauses. In subordinate clauses, que is frequently used to introduce relative clauses and porque to introduce causal clauses. There are only a few examples of a more varied use of conjunctions, indicating individual differences in the process of developing sentence complexity. The studied features are estimated to be acquired at the A1 level in the Common European Framework of Reference for Languages (CEFR), while the pupils in this study are expected to be at the A2 level. The findings show that there may be a discrepancy between the pupils’ actual knowledge and the expected knowledge according to the reference levels.

Analysing the Listening Texts in the Textbooks Used in Teaching Turkish to Foreigners in Terms of Word Types: New Istanbul Turkish for International Students Course Book A1

The purpose of this study is to examine the vocabulary included in listening texts in the textbooks used in teaching Turkish to foreigners according to their types. The study was limited to New Istanbul Turkish For International Students Course Book—A1 level. Accordingly, a total of eighteen listening texts in six units were analyzed. The document analysis method was used in the study. For this purpose, the words in the listening texts were analyzed as nouns, verbs, and phrases according to the distinction in the word list in the source of the study. In the analysis of the texts, the word types in the listening texts were compared with the word list shared with the reader at the end of each unit, and this ratio was reflected in the word types of tables with numerical values. Accordingly, a total of 592 words were included in eighteen listening texts. Of these, 429 are nouns, 129 are verbs and 34 are phrases. While a total of 957-word types are included in the word lists given in the book, 754 of them are nouns, 179 of them are verbs and 24 of them are phrases. When the word types within the listening texts in the book were analyzed, it was found that 149 out of 592-word types were used again. Another comparison is related to common uses. The word types in the listening texts were compared with the word lists in the textbook and 137 common word types were found. When at the distribution of word type preferences in the listening texts from the first unit to the last unit, it is observed that nouns, verbs, and phrases are partially distributed in a balanced way.

Reciprocal Teaching Applied in Hybrid-Based DaF (Deutsch als Fremdsprache) Learning

The purpose of this study is to describe the process of application and implications of the hybrid learning-based reciprocal teaching method focusing on reading skills of German texts at the A1 level in accordance with the European standard frame of reference (Gemeinsamer Europäischer Referenzrahmen - GER) and it was implemented in a hybrid learning. This was undertaken to ensure effective learning by mixing up the online and face-to-face methods. The reciprocal teaching method is implemented through four stages of understanding, namely asking questions, predicting, clarifying, and summarizing. A qualitative descriptive method is used to describe the phenomenon of learning based on hybrid learning. The source of data in this study were 36 Deutsch als Fremdsprache (DaF) students. The data were obtained from the results of observations and questionnaires, and were analyzed using the Miles and Huberman interactive model, namely, data collection, data reduction, descriptive data integration, and drawing conclusions. The results showed that the process of applying this method was well implemented according to the stages in reciprocal teaching. This method affects the way students learn, namely, students try to both independently and collectively understand new material and get consistent reading comprehension. Through this method, students become more enthusiastic, active and motivated to take part in learning German. The reciprocal teaching method is a source of information and an alternative for teachers in determining appropriate and varied learning methods and it can be used as a reference for improving the quality of German learning, particularly at A1 level in high school. The hybrid learning is expected to mediate the students’ difficulty in the learning process during the pandemic times. The school should make some innovations that the students update with a technology. Keywords: basic level, German, hybrid learning, reciprocal teaching. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.4

Kształtowanie umiejętności interakcyjnych u dzieci i młodzieży w nauce słuchania na przykładzie języka polskiego jako drugiego – poziom A1

The aim of this article is to verify how and how often interaction skills are taught to children and young people as part of listening work in Polish as a second language at A1 level. For this purpose, three textbooks were analysed for pupils at the second stage of education who are entering a Polish school. The research found that learners do not have many opportunities to develop interaction skills, as there are few exercises of this type in the textbooks studied. Accordingly, the author presents examples of tasks that activate students to undertake verbal and non-verbal activities based on the listened text.

O efeito de magneto da língua materna sobre o PLE a morfologia e a fonologia

Portuguese as a Foreign Language (PFL)learners, A1 level,systemically present phonological productions and morphological constructions that result from the magnet effectof their native languageon the foreign language. In this work we will explore these systemic productions, which we will classify as surplus andindeficit. We propose that surplus productions correspond to the inclusion of features existing in the native languagein PFLproductions, from whosesystem they are absent, and that productions in deficit are related to features existing in the PFLand ignored by learners due to the fact that these features are not found in theirnative language.Based on the analysis of productions by students from the Polytechnic Institute of Bragança on mobility programmes, whose mother tongues are Chinese, Japanese, Polish, Spanish, Turkish, Lithuanian, Tetum and Hungarian,we will reflect on strategies that a foreign languageteacher can use in the teaching-learning process so that the productions in focus can be solved

VOĐENA PISANA PRODUKCIJA NA MODERNOM GRČKOM JEZIKU – STUDIJA SLUČAJA

Gap-fill exercises, which are a type of open-ended exercises, have an important role in language assessment (Durbaba 2011: 153). These exercises give students the opportunity to apply the acquired knowledge and adopted vocabulary, shifting the focus away from the mere translation of terms into the native language (Smith et al. 2010: 1). The goal of our research is the analysis of errors in the tests of a group of first- and second-year students at the Department of Modern Greek Studies at the Faculty of Philology, Univer- sity of Belgrade. The students were at the A1, A2 or B1 level (CEFR) of communicative competence in Modern Greek and they were asked to fill the gaps with adequate words or phrases. The detected errors are divided by type. It is examined whether the students solved the task by paying attention to the concord and the meaning of the given text, while in the tasks at the B1 level the knowledge of the required lexical and grammatical collocations was also examined. In addition, the results of a questionnaire are presented, in which the students were asked to highlight which were the most demanding segments of solving these tasks, as well as which strategies they use in order to prepare for this part of the exam. The results of the research confirm that this task is very demanding for the students of Modern Greek as a foreign language, as well as that they usually prepare for this part of the exam by vocabulary recapitulation. The most common mistakes were identified in grammatical gender and number, as well as in the false use of lexical collocations.

Cross-Cultural Aspects of Familie Theme in Learning German as a Foreign Language for Grade XI of Senior High School

This research aims to describe the cross-cultural aspects of the Familie theme in learning German and its implementation in learning German for XI grade of Senior High School. This research method used literature review: German curriculum for high school, syllabus, lesson plans, German language textbooks for A1 level high school, books, research results, and articles related to the use of intercultural learning methods. Then, all research data are grouped in tabular form, summarized and narrated. The results showed that the cross-cultural aspects studied in learning German for XI gradecontained in Familie theme consisted of the sub-themes Familienaktivitäten, Familienstammbaum, Familienalbum, and Familienname. Cross-cultural aspects could be implemented in learning German in XI grade Senior High School with three methods, they are discussion method, the comparing and commenting method, and the Stationenlernen method. Among the three methods, comparing and commenting methods are recommended to be implemented in learning German in XI grade of Senior High School.

An error analysis on Turkish EFL learners’ writing tasks

This descriptive qualitative study aimed to investigate the types and sources of errors committed by Turkish students learning English as a foreign language (EFL) in their foreign language (L2) writings as well as find out whether there is a difference in terms of the number, classification, and sources of errors between students at two different proficiency levels. To this end, the study was carried out at the School of Foreign Languages at a non-profit foundation university in Turkey in the 2020-2021 academic year. The students participating in the study (N= 32), who were selected using the convenient sampling method and participated in the study voluntarily, were Turkish preparatory class students having two different English proficiency levels, namely A1 level (n= 16) and A2 level (n= 16). Data for the study came from three different narrative paragraphs (each ranging in a 100 - 200 word band) written by the students, and a total of 96 paragraphs were collected for the study. The analysis revealed that the most frequent type of error was grammatical errors overall, a large part of which was the inappropriate use of verb forms. Moreover, findings concerning the potential differences between two proficiency levels showed that A1 level learners committed more errors than A2 level learners in all types except the semantic errors. Based on these findings, a number of implications for L2 writing teachers are discussed.

Miswriting in the Teaching of Turkish as a Foreign Language: The Tunisian Case

This research was undertaken with the aim of evaluating, classifying, and detecting mistakes made by Tunisian students learning Turkish as a foreign language at the A1 level. The study is descriptive and was performed using document and content analysis methods. Forty Tunisian university students participating in the study were asked to write about their emotions, ideas, and plans after being given a topic in the classroom at a specific time. Afterwards, their incidences of miswriting were determined while analyzing the texts. Their mistakes were classified under the headings of spelling mistakes, morphemic mistakes, phonetic mistakes, syntactic mistakes, and semantic mistakes. The writing errors grouped within these categories were subsequently re-evaluated according to their specific features and presented again under more narrow subheadings. It was determined that the students made 206 spelling mistakes, equaling 39.84% of the total, followed by 119 morphemic mistakes equaling 23.01%, 95 phonetic mistakes equaling 18.37%, 52 syntactic mistakes equaling 10.05%, and 45 semantic mistakes equaling 8.70%, for a total of 517 writing errors. The majority of these incidences of miswriting happened due to factors such as negative transfer, the distinctive structure of the Turkish language, and the students’ lack of knowledge and experience. It is emphasized that writing-oriented error analysis studies in the teaching of Turkish as a foreign language should be increased and continued at all levels.

Efficacy of low extra-abdominal aortic block in cesarean section for placenta accreta spectrum disorders and its effect on the expression of MDA and SOD.

Placenta accreta spectrum disorders (PAS) refers to a group of abnormalities in placental adhesion and invasion, which may lead to serious complications such as intractable postpartum hemorrhage. The use of low-level extra-abdominal aortic temporary block during cesarean section may reduce intraoperative bleeding in patients with PAS, but it may also cause ischemia-reperfusion injury. In this study, we intend to investigate the efficacy of low extra-abdominal aortic block in cesarean section for placental implantation disease and its effect on malondialdehyde (MDA) level and superoxide dismutase (SOD) activity, and analyze the severity of ischemia-reperfusion injury caused by them. Pregnant women with invasive placenta accreta spectrum disorders who delivered in the Department of Obstetrics and Gynecology of the Third Xiangya Hospital of Central South University from July 2017 to July 2021, were selected, and they were divided into 2 groups. Group A consisted of those who underwent low extra-abdominal aortic block during cesarean section (n=15) and group B consisted of those who did not undergo extra-abdominal aortic block (n=15). The intraoperative bleeding, blood transfusion, hysterectomy and complication rate, postoperative hospital stay and hospitalization expenses were compared between the 2 groups to analyze the efficacy of abdominal aortic block. The biochemical indexes related to ischemia-reperfusion, MDA content and total superoxide dismutase (T-SOD) activity, were measured at the corresponding time points in both groups. The time points of each test were: in group A, before the block of the low extra-abdominal aorta after delivery (A0), 0 h (A1, when the myometrium was started to be sutured), 0.5 h (A2), 2 h (A3), and 4 h (A4) after the open block; in group B, after delivery of the fetus (B0), 0 h (B1), 0.5 h (B2), 2 h (B3), and 4 h (B4) after the myometrium was started to be sutured. Total duration of abdominal aortic block in group A was also recorded. Both groups were observed for sings of edema, ischemia, necrosis and infection in the limbs after surgery. The severity of ischemia-reperfusion injury caused by abdominal aortic block were determined by detecting the relevant biochemical indexes at different moments of reperfusion. The intraoperative bleeding and blood transfusion in group A were less than those in group B, and the difference was statistically significant (P<0.05). There was no significant difference in postoperative hospital stay and hospitalization expenses between the 2 groups (P>0.05). Surgical complications: in group A, the uterus was preserved in all cases, there was 1 bladder injury and 2 pelvic infections; while in group B, there was 1 hysterectomy, 3 bladder injuries, and 3 pelvic infections. Changes in T-SOD and MDA values: compared with A0 before block, the MDA level was significantly elevated in blood at time points A1, A2, and A3, while SOD activity was significantly decreased (P<0.05), and the 2 observed indexes basically returned to A1 level (ischemic period) at 4 h after open block (A4). There was no significant difference in the changes of T-SOD and MDA in group B (P>0.05). Comparison of T-SOD and MDA levels between group A and B: the difference of the 2 indexes was not statistically significant between A0 and B0 (P>0.05), MDA level was not statistically significant between A1 and B1, T-SOD activity at A1 was lower than B1, the difference was statistically significant, at the rest of the same time point, MDA level in group A were higher than that in group B, T-SOD activity in group A were lower than that in group B, the difference was statistically significant (P<0.05). No postoperative limb edema, ischemia, necrosis, or infection occurred in both groups. Low-level extra-abdominal aortic block effectively reduces bleeding and transfusion during cesarean section for placenta accreta spectrum disorders, resulting in a transient MDA elevation and a decrease of SOD activity, which means causing transient ischemia-reperfusion injury without complications such as limb edema, ischemia, necrosis, and infection.

Apolipoproteins A1 level in the plasma of patients with COVID-19

Background and Aims : The COVID-19 infection is associated with dyslipidemia and cardiovascular complications. The aim of the study was to determine the content of ApoA1, ApoB, and oxLDL in the plasma of patients with COVID-19, diabetes mellitus (DM), and cardiovascular disease (CVD).

Book Review: A Vocabulary Proposal Aligned with the Common European Framework of Reference for Languages towards Turkish A1 and A2 Levels

This study aims to introduce Prof. Nihal Çalışkan’s study entitled A Vocabulary Proposal Aligned with the Common European Framework of Reference for Languages towards Turkish A1 and A2 Levels. The teaching of Turkish that has made a rapid improvement in recent years draws a great deal of attention as a foreign/ second language. Nonetheless, the lack of word/ vocabulary lists stands out in this field. This study that is based on corpus linguistics, Çalışkan’s field of study, and her own language learning experiences has been built on the idea that vocabulary is important in the acquisition of language skills, yet that a certain part of it should be taught as a priority in the face of the broad volume of the elements of vocabulary. In this study, which was meticulously carried out in line with the principle of transparency by examining current textbooks, the word was considered as an orthographic unit. This study was conducted in three phases and reached 1152 words at A1 level and 1653 words at A2 level. In the list prepared, the vocabulary elements were basically divided into two groups as “words” and “units that exceed the limits of word”. The units that exceed the limits of word was further subdivided into four categories: “morpheme units”, “lexical units”, “syntactic units” and “discourse units”. The words determined based on prevalence criteria was aligned with the Common European Framework of Reference for Languages (CEFR). All units are exemplified by sentences generated by the author herself.

Yabancılara Türkçe öğretimi ders kitaplarında yazma etkinlikleri: Yazmayı nasıl öğretiyoruz?

Bu araştırmanın amacı, yabancılara Türkçe öğretimi ders kitaplarında yer alan yazma etkinliklerinde, farklı seviyelerde yazma becerisinin hangi aşamalarına göre etkinliklere yer verildiğini ve yazma etkinliklerinde yazma süreciyle ilgili uygulamaların neler olduğunu belirlemektir. Bu doğrultuda, Yeni İstanbul Uluslararası Öğrenciler İçin Türkçe ders kitaplarının bütün seviyelerindeki (A1-A2, B1-B2 ve C1) kitaplarda yer alan yazma etkinlikleri doküman analizi yöntemiyle incelenmiştir. Araştırmada kitaplardaki yazma etkinlikleri iki ana tema açısından analiz edilmiştir: Temalardan birincisi, yazma etkinliklerinin farklı seviyelerde yazma becerisinin hangi aşamalarına göre (kelime, cümle, paragraf, metin) düzenlendiğidir. İkincisi ise yazma etkinliklerinde farklı seviyelerde aşamalara göre yazma sürecinin düzenlenmesine yönelik uygulamaların neler olduğudur. Verilerin kodlanması için araştırmacı tarafından her bir seviye için bir kodlama formu oluşturulmuştur. Her düzeydeki kitap için hazırlanan forma etkinlik numarası ve sayfa numarası, etkinliğin hangi aşamaya yönelik olduğu, metin oluşturma süreciyle ilgili uygulamanın ne olduğu ayrı ayrı kaydedilmiştir. Araştırma sonucunda, A1 seviyesinde kelime, cümle ve paragraf yazma etkinliklerinin olduğu ve metin yazma etkinliklerine yer verilmediği; A2 seviyesinde ise bütün aşamalara göre etkinliklerin düzenlendiği görülmüştür. B1 seviyesinde cümle, paragraf ve metin yazma, B2 seviyesinde ise kelime, paragraf ve metin yazma etkinliklerinin düzenlendiği görülmüştür. C1 seviyesindeki etkinliklerin tamamı metin yazma çalışmasıdır. Yazma süreciyle ilgili olarak farklı seviyelerde çeşitli yazma aşamaları ya da boyutlarıyla ilgili yönlendirici uygulamalara yer verildiği görülmüştür.

Oral skills and Flipgrid platform in english as a foreign language learners

Speech has often been the main problem when students learn a second language. Therefore, the main objective of this study was to analyze how to improve interactive communication and pronunciation by using the Flipgrid platform with A1 level students at the Salesian Polytechnic University. For this purpose, a Diagnostic Test, a Cambridge Speaking test and a guided response survey were applied. The research collected data to assess the effect of the Flipgrid platform on students' speaking skills and to learn about students' perceptions towards the Flipgrid platform. The results provided information on students' failures in speaking, the benefits of the Flipgrid platform, and a proposal with recommendations for using this platform with A1-level university students.

Maladaptation of renal hemodynamics contributes to kidney dysfunction resulting from thoracic spinal cord injury in mice.

Renal dysfunction is a hallmark of spinal cord injury (SCI). Several SCI sequalae are implicated; however, the exact pathogenic mechanism of renal dysfunction is unclear. Herein, we found that T3 (T3Tx) or T10 (T10Tx) complete thoracic spinal cord transection induced hypotension, bradycardia, and hypothermia immediately after injury. T3Tx-induced hypotension but not bradycardia or hypothermia slowly recovered to levels in T10Tx SCI and uninjured mice ∼16 h after injury as determined by continuous radiotelemetry monitoring. Both types of thoracic SCI led to a marked decrease in albuminuria and proteinuria in all phases of SCI, whereas the kidney injury marker neutrophil gelatinase-associated lipocalin rapidly increased in the acute phase, remaining elevated in the chronic phase of T3Tx SCI. Renal interstitial and vascular elastin fragmentation after SCI were worsened during chronic T3Tx SCI. In the chronic phase, renal vascular resistance response to a step increase in renal perfusion pressure or a bolus injection of angiotensin II or norepinephrine was almost completely abolished after T3Tx SCI. Bulk RNA-sequencing analysis showed enrichment of genes involved in extracellular matrix remodeling and chemokine signaling in the kidney from T3Tx SCI mice. The serum level of interleukin-6 was elevated in the acute but not chronic phase of T3Tx and T10Tx SCI, whereas the serum amyloid A1 level was elevated in both acute and chronic phases. We conclude that tissue fibrosis and hemodynamic impairment are involved in renal dysfunction resulting from thoracic SCI; these pathological alterations, exacerbated by high thoracic-level injury, is mediated at least partly by renal microvascular extracellular matrix remodeling.NEW & NOTEWORTHY Urinary complications resulting from thoracic spinal cord injury (SCI) greatly affects quality of life and contributes to morbidity and mortality in patients with SCI. Herein, we showed that thoracic SCI initiates changes in the structure and function of the renal microvasculature that leads to autoregulation failure in the chronic phase of high thoracic-level injury. Our study identified extracellular matrix regulators and cytokine/chemokine signaling as potential targets for developing novel therapeutics for restoring renal function following SCI.

A1- A2 Seviyesinde Yabanci Dil Olarak Türkçe Yazma Becerisinin Gelişiminde Yaratıcı Yazma Tekniklerinin Kullanımı: Kazakistan Örneği

There are four basic skills in foreign language teaching: listening, reading, speaking and writing. These skills are interrelated. One affects the other. Writing skill in foreign language teaching is as important as listening, reading and speaking skills. In this study, the effects of creative writing methods and techniques on the writing skills of A1 and A2 level cognates who learn Turkish as a foreign language were investigated. Creative writing techniques and methods were applied to cognates at A1 and A2 levels.It was investigated whether the creative writing techniques and methods applied had an effect on cognate students learning Turkish as a foreign language.The study group of the research consists of 24 students at A1 level and 23 students at A2 level studying at Bilim Innovation Girls High School in Shymkent, Kazakhstan in the 2021-2022 academic year. case study was used as one of the qualitative research methods. The last creative writing activity was determined as a data collection tool in the study.The findings obtained at the end of the study were evaluated and interpreted according to the Creative Writing Competencies criteria in the European Language Portfolio by using the observation method. as the creative writing activities applied as a result of the research change it is seen that different objects emerge. It is observed that this creative writing skills that are applied differs according to male and female students and female students are more successful in creative writing and creative thinking. Key words: Creative writing, Teaching Turkish language, methods, foreign language

Exploring the motivation of international students to learn Hungarian: A qualitative study

Abstract In today's globalized, multicultural and multilingual world, diverse social processes and macrocontextual factors are influencing people's motivation to learn a new language. According to OECD, the students' mobility to study abroad has increased more than two times during the past 2 decades, which plays a significant role in the world's future development. This paper aims to obtain a deeper understanding of international students' motivation for learning Hungarian in Budapest, Hungary. To achieve this aim, in-depth interviews were conducted with 17 international students who were awarded the Stipendium Hungaricum scholarship and have achieved between A1 and B1 level in Hungarian as a foreign language. The interview guide was adapted from Dörney's L2 Motivational Self System and Taguchi, Magid, and Papi scales. The collected data was analyzed through thematic analysis. The findings revealed that international students have integrative and instrumental motivation for learning Hungarian. However, their integrative motivation purposes are more common than their instrumental motivation.

Exercices de vocabulaire A1 et A2 par Anne Akyüz

Reviewed by: Exercices de vocabulaire A1 et A2 par Anne Akyüz Olivia Amzallag Akyüz , Anne, Bernadette Bazelle-Shahmaei, Joëlle Bonenfant, et Marie-FranÇoise Orne-Gliemann. Exercices de vocabulaire A1 et A2. Hachette, 2019. ISBN 978-2-01-401642-0. Pp. 159. The A1 level of Exercices de vocabulaire assumes no prior knowledge of the French language. The text then moves into the A2 level, as a continuation of the basic language program. Exercices de vocabulaire presents vocabulary divided into thematic topics such as travel, banking, clothing, and leisure activities. Each topic is supported with retention and practice exercises, for both listening and writing. This program provides transcriptions of the audio files and corrections for each exercise, followed by an assessment pertaining to the material learned. Materials are recycled throughout the program. For example, vocabulary associated with the topic of family is presented early in the A1 section and revisited at the beginning of the A2 exercises, with some additional adjectives. This allows students to make connections from one part of the course to another and helps maintain retention of the original set of vocabulary, while expanding their L2 French lexicon. A variety of practice exercises are used, including but not limited to crossword puzzles, matching activities, word scrambles and fill-in-the-blanks. These activities are designed to provide varied engagement with the material for each chapter. Vocabulary is not typically presented contextually, but rather in a list format. This text does not feature authentic reading materials, nor does it use reading passages as tools for vocabulary building. Students could create their own writing passages using the vocabulary list as a writing activity and share with partners or groups as a reading comprehension and discussion follow-up. The authors focus on the writing and retention practice activities, while tailoring tasks to the topic and to students' needs. The prescribed exercises are well illustrated with graphics and pictures, which are designed for practicing individual words and related sentences. This exercise book relies heavily on basic present-tense verbs to frame the vocabulary introduced in the A1 level. However, passé composé and future proche tenses are included in the A2 to frame the vocabulary lists. This text could accompany a more grammar-focused book or course to enrich students' vocabulary building or to provide support exercises for units from another program. [End Page 272] Olivia Amzallag University of Delaware Copyright © 2022 American Association of Teachers of French

STUDY OF ENGLISH COMMUNICATIVE COMPETENCE AT THE TERTIARY LEVEL OF EDUCATION BASED ON EUROPEAN FRAMEWORK OF REFERENCE

CEFR has become a very significant framework for the design of language curricula and the assessment of language learning outcomes. The purpose of the study is to know the CEFR level of the graduate candidate at the Tertiary Level of Education. This research used descriptive qualitative method. The researchers took the data from Computer Science Faculty graduate candidates Universitas Duta Bangsa Surakarta in the academic year 2021/2022. There were 359 participants, 346 participants took the test, and 13 participants did not take test. The participant took TOEIC-Like test written by Shin’s book (2015) titled Pre-Intermediate Level Taking the TOEIC: Skills and Strategies, practice test one. The study showed that the highest TOEIC score was 930, and the participant was from the Technical Information study program. Based on TOEIC Test Mapping on the CEFR, the participant was at C1 level or mastery level. There were 12 participants at the B2 level or Vantage Level, and there were 35 participants at the B1 Level. Most participants were at the A2 level or Basic user because 241 participants got a 225-545 TOEIC score (A2) and there were 57 participants at the A1 level.

Tokenization and Lemmatization on German Learning Textbook Level A1 of CEFR Standard

This study aims to compare the number of vocabulary types and tokens contained in the German language learning textbooks Themen Neu, Studio D, and Netzwerk A1 level of CEFR standards and to describe the use of German Lemmatizer to identify the lemmas in the textbook. The SpaCy lemmatizes and parses the words. Both discussions with expert judgment and German language experts validate the data. Based on the analysis results, the number of vocabulary types and tokens in the three books in each chapter is always rises changes to always rises at the beginning, but increases and decreases unsteadily from the middle to the last chapter. In addition, the SpaCy lemmatizer is able to lemmatize and parse the form of the words and classify the word classes in German, although there are still errors in its analysis. Therefore SpaCy still has to improve the system in its dataset, to make a better analyze the form of lemmas and classify the word classes.