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