This master’s thesis analyses the transcripts of listening comprehension tasks using online computer-based tools. Two standardised tests for young learners of English were selected and analysed from lexical and pedagogical viewpoint: Cambridge English Young Learners of English and the Slovenian National Examination of English in Year 6 of primary education. The first part of the theoretical overview explores how to assess young learners and factors that play a role in designing listening comprehension tasks for young learners and the importance of their cognitive abilities. The second part of the theoretical overview focuses on assessing listening as a skill. The last part in the theoretical introduction describes the difference between receptive and productive skills and vocabulary, lexical resources, and the applicability of CEFR to young language learners. The practical part starts by presenting the selected tools. The analysis starts with the presentation of general statistics and is then followed by a more in-depth lexical analysis. The results show that the lexis in the Slovenian examination is more difficult than that in Cambridge’s. This may be due to the fact that Cambridge English’s examiners adhere to a strict syllabus and include only scripted texts, whereas Slovenian listening comprehension texts also include semi-authentic texts, and the examination has no strict rules for selecting and writing texts, which means that its lexis is harder to control.
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