From FCE to CAE: changing profilesand changing aims
Guy Brook-Hart
XIII NATIONAL FENAPIUPE CONGRESS
25th September 2009
In this talk I will look at
• how students’ profiles change as they move from B2 to
C1
• some differences in competencies and objectives
between the two levels as revealed by the Common
European Framework (CEF)
• differences between First Certificate candidates and CAE
candidates as shown by the Cambridge Learner Corpus
(CLC)
• discuss how this information can help in designing more
focused course materials and teaching approaches.
Examples will be taken from
Complete First Certificate (Cambridge University Press 2008)
Complete CAE (Cambridge University Press 2009)
Going on to CAE (source IELTS Handbook)
• C2 (7.5+)
• C1 (6.5-7)
• B2 (5-6)
How long from FCE to CAE?
How are advanced students different from upper-intermediate students?
• they’re clearly good at language learning and with
the right materials probably enjoy it.
• they generally display high motivation.
• they are likely to be more mature and therefore
o take more responsibility for their learning
o can deal with more sophisticated topics.
• they’ve seen it all before.
How are advanced students different from upper-intermediate students?
• they’re (even more) familiar with coursebook and
classroom routines (they won’t want to be
patronised, but they will want to be challenged).
• They’re more self-confident about their abilities and
may be more demanding of their teachers.
• they feel the end is in sight (and this may increase
motivation).
How are advanced students different from upper-intermediate students?
• they’ll make their own decisions about what’s worth
studying, what can be ignored. This will be based
on
• whether they think they will ever use the language / see it
again
• how difficult it is
• whether it will come in the exam.
(Course books at advanced level often present language
which is only appropriate for native / near-native speakers.)
How does the CEF describe differences between B2 and C1?
Listening
B2 C1
I can understand in detail what is said
to me in standard spoken language
even in a noisy environment.
I can follow extended speech even
when it is not clearly structured and
when relationships are only implied
and not signalled explicitly.
I can follow a lecture or talk within my
own field, provided the subject matter
is familiar and the presentation
straightforward and clearly structured.
I can understand lectures, talks and
reports in my field of professional or
academic interest even when they are
propositionally and linguistically
complex.
Listening
B2 C1
I can understand in detail what is said
to me in standard spoken language
even in a noisy environment.
I can follow extended speech even
when it is not clearly structured and
when relationships are only implied and
not signalled explicitly.
I can follow a lecture or talk within my
own field, provided the subject matter
is familiar and the presentation
straightforward and clearly structured.
I can understand lectures, talks and
reports in my field of professional or
academic interest even when they are
propositionally and linguistically
complex.
CFCE p99
CCAE p81
Reading
B2 C1I can rapidly grasp the content and the
significance of news, articles and
reports on topics connected with my
interests or my job, and decide if a
closer reading is worthwhile.
I can read complex reports, analyses
and commentaries where opinions,
viewpoints and connections are
discussed.
I can understand in detail texts within
my field of interest or the area of my
academic or professional speciality.
I can go beyond the concrete plot of a
narrative and grasp implicit meanings,
ideas and connections.
Reading
B2 C1I can rapidly grasp the content and the
significance of news, articles and
reports on topics connected with my
interests or my job, and decide if a
closer reading is worthwhile.
I can read complex reports, analyses
and commentaries where opinions,
viewpoints and connections are
discussed.
I can understand in detail texts within
my field of interest or the area of my
academic or professional speciality.
I can go beyond the concrete plot of a
narrative and grasp implicit meanings,
ideas and connections.
Cfce102-103
Ccae 12-13
Speaking
B2 C1I can initiate, maintain and end
discourse naturally with effective turn-
taking.
I can keep up with an animated
conversation between native speakers.
I can exchange considerable quantities
of detailed factual information on
matters within my fields of interest.
I can use the language fluently,
accurately and effectively on a wide
range of general, professional or
academic topics.
Speaking
B2 C1I can initiate, maintain and end
discourse naturally with effective turn-
taking.
I can keep up with an animated
conversation between native speakers.
I can exchange considerable quantities
of detailed factual information on
matters within my fields of interest.
I can use the language fluently,
accurately and effectively on a wide
range of general, professional or
academic topics.
Cfce 67-68
Ccae 57
Writing
B2 C1I can write clear and detailed texts
(compositions, reports etc) on various
topics related to my field of interest.
I can express myself in writing on a wide
range of general or professional topics in
a clear and user-friendly manner.
I can develop an argument systematically
in a composition or report, emphasising
decisive points and including supporting
details.
I can present points of view in a
comment on a topic or an event,
underlining the main ideas and
supporting my reasoning with detailed
examples.
I can write texts which show a high
degree of grammatical correctness and
vary my vocabulary and style according
to the addressee, the kind of text and the
topic.
Writing
B2 C1I can write clear and detailed texts
(compositions, reports etc) on various
topics related to my field of interest.
I can express myself in writing on a wide
range of general or professional topics in
a clear and user-friendly manner.
I can develop an argument systematically
in a composition or report, emphasising
decisive points and including supporting
details.
I can present points of view in a
comment on a topic or an event,
underlining the main ideas and
supporting my reasoning with detailed
examples.
I can write texts which show a high
degree of grammatical correctness and
vary my vocabulary and style according
to the addressee, the kind of text and the
topic.Cfce 112
Ccae 144-145
What is the Cambridge Learner Corpus (CLC)?More than 100,000 scripts from Cambridge ESOL Writing
Papers allowing analysis of errors according to
• level
• L1
• type of error.
Examples of real student mistakes.
What is the Cambridge Learner Corpus (CLC)?
Exclusive to
• Cambridge ESOL
• Cambridge University Press
How does the Cambridge Learner Corpus (CLC) help us to understand changing student profiles?
It permits analysis of errors according to
• candidate’s level
• candidate’s first language
• type of error e.g. grammar, lexis, collocation,
spelling etc.
i.e. the language students are trying to use and
where they are having problems.
This allows the course book writers at FCE level to
• cover the main grammar areas, but focus on the
aspects of each grammar area where students
are having problems.
Modals to express ability
– Can instead of could in conditionals (including
polite requests) and other hypothetical
situations
It's a mountain bike and if you can see it, I'm
sure that you'd like it.
– Can instead of could for past situations
In contrast to this, I can swim when I was six.
The CLC allows the course book writers at CAE level to
• see what areas of grammar students are trying to
use and where they are having problems
• design activities and exercises to resolve the
problems.
Do students continue to make the same mistakes at CAE level as at FCE?
• Yes, in many cases
• but fewer.
How errors change from FCE to CAE:
• Many errors cease to be statistically significant
e.g. adjectives + -ed / + -ing; errors with modals
to express obligation / possibility.
• Lower frequency of grammatical errors
• CAE grammar errors tend to be: wrong
preposition, wrong determiner, wrong verb tense,
verb form, or verb agreement; missing or wrong
pronoun; linking words / phrases.
Which is the most frequent area of CAE errors?
• Missing determiner
• Missing punctuation
• Spelling (accommodation spelt accomodation the most
frequent)
• Wrong noun
• Wrong preposition
• Wrong punctuation
• Wrong tense of Verb
• Wrong verb
• Wrong verb form (to+ infinitive or + -ing)
Most frequent CAE errors are1. Missing punctuation
2. Spelling (accommodation spelt accomodation the most
frequent)
3. Wrong preposition
4. Wrong verb
5. Missing determiner
6. Wrong punctuation
7. Wrong tense of Verb
8. Wrong noun
9. Wrong verb form (to+ infinitive or +-ing)
Typical CAE verb errors:
• He can to come here to attend the interview.
• You can combined different colours if you want.
• I accept the employment you had offered me.
• I cannot believe my eyes when I saw the figures.
Many errors indicate carelessness, suggesting
• where in FCE we may place emphasis on
encouraging fluency,
• at CAE level learners have achieved fluency but
often at the expense of accuracy.
In many cases, absence of errors at CAE level indicates
• learners have learnt the grammar, or
• have strategies for avoiding the grammar
(especially in an exam situation),
(e.g. participle clauses: Having finished my
studies…) or
• the grammar is rarely required in writing tasks
(e.g. If only…).
Absence of errors at FCE level may indicate
• unawareness of the grammar, or
• other grammar mistakes are much more frequent.
Grammar at FCE level should therefore:
• cover the main areas of grammar
• work on areas where students have problems
Grammar at CAE level should:
• cover areas of grammar which students will
clearly need for performing speaking and writing
tasks at this level
• work on areas where students are still having
problems
• teach what students appear to be avoiding.
CAE error: At the same time, I noticed some
drawbacks, nevertheless they did not concern
every student.
Ccae 110
The CLC can help to provide a lexical syllabus based on vocabulary students are trying to use, but making mistakes with.
Some typical lexical confusions at FCE:• work and job
I had a part-time work at a pop concert in the Tokyo Dome.
• trip, travel and journey
I had to make a travel to my parents’ house.
• space, room, place
They don’t have enough place to store all the rubbish.
• stay, spend and pass
Maybe it would be better to stay all the time in the camp.
• hope and wish
I wish you answer me soon.
Cfce 63
Some FCE lexical errors persist to CAE, e.g.:
• Know, learn and find out:
You must go to the information desk to know
where to pick up your luggage.
• Give, provide and offer:
The university catering service aims to give food
at low cost.
Ccae 93
Collocation errors at FCE:
• Make, do and give: make a mistake, do a job,
give a speech etc.
cfce 13-14
Collocation errors are more significant at CAE as other errors are less frequent, e.g.:
• Get: get (not have) advice, get (not become) wet
etc.
• Misuse of big, wide, large, strong, great and high: – The clothes come in a big variety of colours.
– He has a wide teaching experience.
– There is a large choice of activities.
– We heard a strong noise coming from the street.
– He has great experience of voluntary work
– I’d recommend her because of her high qualifications.
Ccae 62
Conclusions:
• CAE students need to work on collocations
• They struggle to express themselves emphatically
i.e. they can manage the broad aspects of
communication, but they struggle to nuance what
they want to say.
Summary:• There are strong reasons for studying English to
C1 level.
• The CEF provides a constant reference for
teachers and students about the skills and
competencies they need to acquire.
• The CLC pinpoints the grammatical and lexical
areas where students are having problems when
working towards those competencies.
• Course material and syllabuses need to reflect
these concerns
Complete First Certificate (Cambridge University Press 2008) andComplete CAE (Cambridge University Press 2009)
• teach CEF competencies
• are Corpus-informed throughout.
Complete First Certificate Student’s Book
• has been written specifically for the new FCE exam
(December 2008)
• is aimed at students aged 16 - 18 and young adults
has 16 units containing
• skills for one part of each FCE paper (Reading,
Writing, Use of English, Listening and Speaking)
• Corpus-informed vocabulary and grammar input.
Complete CAE Student’s Book
•has been written specifically for the new CAE exam
(December 2008)
• is aimed at students young adults
has 14 units containing
•skills for one part of each CAE paper (Reading,
Writing, Use of English, Listening and Speaking)
•Corpus-informed vocabulary and grammar input.
They have
• a 16-page Grammar reference section
• an 8-page Writing reference section
• a 4-page Speaking reference section
• a complete model exam for the new exam,
supplied by Cambridge ESOL
• a CD-ROM for self-study.
Other components
• A Teacher’s Book with step-by-step teaching notes, photocopiable activities, progress tests, photocopiable word lists, answer keys and recording scripts.
• 3 audio CDs including recordings for the model Listening Paper supplied by Cambridge ESOL.
• A Workbook with audio CD (authors Barbara Thomas and Amanda Thomas).
Useful websites
www.cambridge.org/corpus
http://www.cambridge.org/elt/completecae
www.coe.int/