Interpretacja na egzaminie maturalnym — oczekiwania i problemy
Interpretation on high school final exam (matura) in the Polish language — expectations and problems

Author(s): Maria Romanowska
Subject(s): Language and Literature Studies
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: matriculation exam; interpretation; language
Summary/Abstract: The subject of analysis and discussion are changes introduced for the high school final examination in the Polish language following the change in the core curriculum. The authors of the new finals (matura) proposed an interpretation of a text of culture as a central skill to be tested by means of various tasks. The exam consists of two types of interpretation. The first interpretation is targeted. It is tested during an oral part and also by two types of tasks during a written section at the basic level. These are a comprehension test and an essay. The second type of interpretation is undirected. It is tested by three types of tasks: an interpretation of a poetic text at a basic level and two essays at the advanced level. The first is an argumentative essay based on a scientific text. The second essay concerns a comparative interpretation of lyrical works or fragments of epic or dramatic works. The problems that have arisen due to changes in the exam formula relate to three issues: the transition of skills from text analysis to its interpretation, interpretation and use of contexts, and a composition of an interpretative essay. Among the sources of students’ failures indicated in the article are gaps in language education, which cause the inability to express oneself with words, lacking terminology from literary studies and inability to grasp the metaphorical meaning of literary texts. In conclusion, the need for full integration of teaching about literary, linguistic and cultural heritage should be a priority in Polish language education.

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