Real life needs, European standards
Presented by Zsuzsa ÖstörEuro Exam Centre
Head of Teacher Training email: ostorzsuzsa
@euroexam.org
www.euroexam.hu
The Council of Europe...
... drafted the Common European Framework of reference for languages now in use across Europe.
Setting the standard across EuropeSetting the standard across Europe
Common Reference Levels
C2C1B2B1A2A1
Proficient
User
Independent
User
Basic
User
Global Descriptors
B2
•Can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
•Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
•Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Language learningModern language education is based largely on beliefs that an ability to communicate is more important than a theoretical knowledge of the systems of language.
The communicative approach
Learning to communicate• Linguistic competence: lexical,
phonological, syntactical knowledge
• Sociolinguistic competence: sensitivity to social conventions (e.g. rules of politeness, level of formality, appropriate register)
• Pragmatic competence: functional language, discourse management, cohesion and coherence, identifying text types and forms, etc.
The Council of Europe’s Common European Framework
... view of language use and learning
... is an action-oriented one
… it views users and learners of a language primarily as members of society who have tasks (not exclusively language-related) to accomplish in a given set of circumstances… (The act of communicating) forms part of a wider social context...
preparing a class newspaper through group work
TasksA task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfil or an objective to be achieved.
moving a wardrobe
obtaining certain
conditions in the
negotiation of a
contract
playing a game of cards
ordering a meal in a restaurant
translating a foreign language text
writing a book
Reading/Writing
Vocabulary
Grammar
Reading /Writing
Vocabulary
Grammar
COMMUNICATION
Learning/Teaching:
Placement Tests:Proficiency Tests:
Systematic knowledge
Skills
PhonologicalLexical
Grammatical Functional / Notional
DiscoursalSystems
SpeakingListeningReadingWriting
? ?
COMMUNICATION
Learning/Teaching:
Placement Tests: Proficiency Tests
Systematic knowledge
Skills
PhonologicalLexical
Grammatical Functional / Notional
DiscoursalSystems
SpeakingListeningReadingWriting
Wouldn’t it be good to have exams that
and test communicative competence
by testing success in communication
as demonstrated by performance in tasks
that either reflect real world
language needs
or provide valid measurement of language competencies necessary for real world
communication?
are based on an internationally understood system
Surely, it can’t be too hard ...
• …to exchange context-less grammar exercises
• … for tests that use real-world tasks
• (or tasks that reflect real world needs)
• (or tasks that test competencies that underlie real world skills)
tasks
tasks
tasks
What is the syllabus?Our constant aim: to keep the exam relevant to
real-world needsWhat text types represent real world uses?
What are real world reasons for utilising this skill?
What task types best measure the ability to communicate or access information effectively?
What classroom practices may lead to more successful use of these skills?
What exam formats, text types and task types might encourage such classroom work?
What skills are needed to produce these text types?
2001
Levels of the Euro Exams 6 Level scale of the Council of Europe
C2: Mastery
C1: Operational Proficiency
C1: Operational Proficiency
B2: Vantage B2: Vantage
B1: Threshold B1: Threshold
A2: Waystage
A1: Breakthrough
Euro Exam Levels
C1
B2
B1
Operational Proficiency
Vantage
Threshold
Two suites of exams:
Euro
EuroPro
•for General purposes
•for Business and Professional purposes
Time Test number
Test
Nu
mb
er
of
task
s
(MINUTES) Marks available
Test 1 Reading 4 40’ 25
Test 2 Listening 3 40’ 25
Test 3 Writing 2 50’/60’ 25
Test 4 Grammar & Vocabulary 3 20’ + dictation 25
Test 5 Mediation 3 30’ + dialogue 25
Test 6 Speaking 4 20’ 25
Total time / Marks available Approx. 4 hrs 10
minutes + breaks
150
Structure of the B1 and B2 exams in both systems
Time Test number
Test
Nu
mb
er
of
task
s
(MINUTES) Marks available
Test 1 Reading & Writing 5 105’ 50
Test 2 Listening 3 45’ 25
Test 3 Grammar & Vocabulary 3 30’ + dictation 25
Test 4 Mediation 3 50’ 25
Test 5 Speaking 4 20’ 25
Total time / Marks available Approx. 4 hrs 30
minutes + breaks
150
Structure of the C1 exam in both systems
• The Council of Europe Framework was published in Strasbourg.
• Oxford Brookes University began using the EuroPro C1 exams as part of its entry requirements for students starting MBA courses.
• The Hungarian Ministry of Education officially accredited the Euro examinations.
• Development and piloting of the Euro and EuroPro exam suites in Budapest.
2001
2002 Both suites of the Euro exams were awarded the European
Language Label of the European Council.
• The Euro exams were accredited as the official language testing tools of the
International House World Organisation.
• More than 21 000 candidates in 40 local Euro Exam Centres in Hungary and abroad.
• Recognition of the exams in progress in several other countries, e.g. Rumania, Spain, Ukraine.
• Euro Exam Centre in Budapest became the official Assessment Centre of IHWO.
2003-2005
Publications
Real-life Exam TasksA task is defined as any purposeful action considered by an individual as necessary in order to achieve a desired result.
Read a very long text and extract key ideas from it
Make notes from an extended
monologue
Match text information to the subject (text, picture etc)
Make an oral presentation based on data
Translate two-way in a problem situation
Ask questions about what your partner
has said
Fill in forms
Translate a colleague’s
letter
Write a memo
Find where certain
information is within
texts
CEF Written Interaction Descriptors:
“ Can convey information and ideas on abstract as well as concrete topics, check information and ask about
or explai problems with reasonable precision.”
(Overall Written Interaction)
Writing
“ Can write complex letters which present a case with an effective logical structure which helps the recipient to notice and remember significant points.”
(Correspondence)
Writing: Task One – Transactional Task from the Euro DTF
• The texts to be produced by item writers:• A number of pieces of written or diagrammatic text
(leaflets, notes, letters, maps, timetables) containing:• a context for the tasks• a request for the candidate to write something
( e.g. a reply, an opinion)• information that the candidate needs to complete the task• The texts may be annotated, have “Post-it notes” attached
etc. Such annotations count as another “source text”.• The total word count for source texts should be no longer
than 300 words, although texts are typically shorter than this.
Task One: Compulsory taskYou must answer this question.
You work for the promotional department of a stationery company. You receive thefollowing e-mail and attachment from your boss.
I’ve attached a couple of adverts I found yesterday, thought you might beinterested.I think we could use one or both for campaign to promote the newhighlighter pens. What do you think?
Also can you circulate a memo asking the staff for their opinion?
Thanks, Jim
I’ve attached a couple of adverts I found yesterday, thought you might beinterested.I think we could use one or both for campaign to promote the newhighlighter pens. What do you think?
Also can you circulate a memo asking the staff for their opinion?
Thanks, Jim
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1.1 Write an e-mail reply to your boss telling him which you prefer and why. Usethe notes to help you.
1.2 Write a memo to your colleagues explaining the situation and asking themfor their opinion.
1.3 Write to either Walkin’ Wonders or The Bag Man explaining what you have inmind and asking for further details.
Writing: Task One – Transactional Task from the Euro DTF
• The candidate is set two or more transactional tasks to write.
Text types of candidate responses :• transactional letter• note / message• poster / notice• classified ad• e-mail • Report
Total length of writing asked for 130-160 words
Writing: Task One – Transactional Task from the Euro DTF
• Candidate responses • will be different genre types• require differing levels of formality• have different aims (different
desired response from target reader)
• make different linguistic demands on the writer
Writing: Task One – Transactional Task from the Euro DTF
This task tests the candidate’s ability to:
• complete a written task appropriately, keeping both the purpose of the letter and the reader in mind
• use – broadly speaking – the appropriate level of formality
• maintain lexical and grammatical range and accuracy appropriate for this level
Writing criteria
Coherence andCohesion
Range andAccuracy
Appropriacy
5Structure: ClearPurpose: Clear.Information: Well organisedCohesive devices: Used to link naturallyReference: Skilled use
Range: Wide
Errors: Almost none
Style: Appropriate to genre
Register: Appropriate range of registers
43
Structure: AdequatePurpose: Mostly clear.Information: Some
confusionCohesive devices: GoodReference: Simple use
Range: Adequate
Errors: Some but do not significantly impede meaning
Style: Usually appropriate to genre
Register: Limited exponents but awareness of register is shown
21
Structure: MuddledPurpose: Unclear.Information: V. confusedCohesive devices: only basic cd’s used / cd’s used wrongly
Reference: Simple / none
Range: Narrow
Errors: A number of significant errors
Style: Inappropriate to genre
Register: Minimal
0 Not enough language to make anassessment.
Not enough language to makean assessment.
Not enough language to make anassessment.
Task Achievement10 Task achieved at a very high level
Intention: Entirely clearInstructions: Completely followedEffect: A v. positive effect on the target readerOutcome: Sure to achieve a successful outcome.Content: All relevant details included
Some original ideas or presentation98 Task well achieved
Intention: Generally clearInstructions: All important ones followedEffect: A positive effect on the target readerOutcome: Sure to achieve a successful outcome.Content: Most relevant details included
Some original ideas or presentation76 Task achieved, some gaps
Intention: Clear in most areasInstructions: All important ones followedEffect: A generally positive effect on the readerOutcome: Likely to achieve a successful outcome.Content: Many relevant details included
54 Task not achieved, many gaps
Intention: Unclear in some areasInstructions: Some key instructions not followedEffect: The reader may be confusedOutcome: Unlikely to achieve a successfuloutcome.Content: Some important details left out.
Some irrelevant information3
2 Task entirely unachieved
Intention: Very unclear.Instructions: Most / all not followedEffect: Very negative.Outcome: Will not achieve a successful outcome.Content: Omission, irrelevance.
10 Task unattempted
/ partially attempted
Not enough language to make an assessment.
Linguistic competence
Pragmatic competence
Sociolinguistic competence
Common European Framework
“Can convey content / opinions within the original text between two languages”
“Can create or mediate a text that is largely clear and shows awareness of the linguistic characteristics and customs of the destination language”
Mediation
2. Mediation in a problem situationTask 1 – Listen and Translate
You are on holiday in Australia with a group of Hungarians. Somebody has asked you to help him buy tickets for the opera. Listen to the dialogue and translate.
If the person speaks in English, translate into Hungarian. If the person speaks in Hungarian, translate into English.
You will hear each line twice. There will be a fifteen second pause between each line for you to write down the translation
Dialogue Information Points1 Szeretnék egy operát
megnézni ma vagy holnap.I’d like to seean Opera
today ortomorrow.
2
2 I’m afraid there is noopera this week onlyBallet.
Sajnos/ attóltartok
nincs opera ezen ahéten, csakbalett.
3
3 Az is jó lesz. Szeretem abalettot. Két jegyet kérek.
That’s OK. I like Ballet. Two ticketsplease.
3
4 Where would you like tosit?
Hol szeretneülni?
1
5 Hol vannak a legolcsóbbhelyek?
Where are thecheapest seats?
1
6 At the top, in the backrow.
A fölsőemeleten,
a hátsó sorban 2
7 Nem is tudom.Lehet onnan valamit látni?
I don’t know. Can you seeanything fromthere?
2
8 Certainly. I always sitthere myself.
Hogyne. Én is mindigoda ülök.
2
9 Nagyon jó. Mennyi lesz? That’s fine. How much isthat?
2
£40.00 altogether, and afree program with thecast.
Összesen 40font,
és jár hozzá egyműsor aszereposztással.
2
Total 1010
Ex1
Write inEnglish
Example: opera – today or tomorrow
Ex2
Write inHungarian
Example: sajnos nincs – ezen a héten csak balett
1 Write inEnglish
2 Write inHungarian
3 Write inEnglish
4 Write inHungarian
5 Write inEnglish
6 Write inHungarian
7 Write inEnglish
8 Write inHungarian
Ex1
Write inEnglish
Example: opera – today or tomorrow
ScoreEx2
Write inHungarian
Example: sajnos nincs – ezen a héten csak balettmax
1 Write inEnglish
1.ballet good – 2. two tickets 2
2 Write inHungarian
3. hol szeretne ülni? 1
3 Write inEnglish
4. where cheapest? 1
4 Write inHungarian
5. felső emelet – 6. hátsó sor 2
5 Write inEnglish
7.(some words conveying indecision) e.g. I don’t know– 8. can you see?
2
6 Write inHungarian
9. hogyne – 10. én mindig oda ülök 2
7 Write inEnglish
11. fine – 12. how much? 2
8 Write inHungarian
13. 40 font – 14. jár hozzá műsor 2
Total 14
The result• We think we have a suite of exams that reflects
contemporary thinking about language learning and teaching and reflects the Council of Europe’s as well as our own school’s approach.
• We have taken special care to design tests where the WASHBACK effect on teaching will be hugely positive.
• This should encourage a higher quality of work from teachers by requiring use of a communicative syllabus with stated targets.
Real life needs, European standards
Presented by Zsuzsa ÖstörEuro Exam Centre
Head of Teacher Training Senior Advisor
email: ostorzsuzsa @euroexam.org
www.euroexam.hu