written productive competence in higher education 1

WRITTEN PRODUCTIVE COMPETENCE

IN HIGHER EDUCATION

Contents:

INTRODUCTION …………………………………………………………… 3

CHAPTER I

Multilingualism and European Instruments of Linguistic Policies

1.1 Defining Multilingualism …………………………………………………… 7

1.2 European Documents and Regulations to Promote Linguistic Diversification .. 9

1.3 European Instruments of Linguistic Policies …………………………………. 19

1.3.1 Common European Framework of Reference for Languages ................... 19

1.3.2 Manual for Relating Language Examinations to the Common European

Framework of Reference for Languages: Learning, Teaching, Assessment ..... 21

CHAPTER II

Research Methodology

2.1 Area of Research ……………………………………………………………… 24

2.2 Research Stages ……………………………………………………………… 27

2.3 Procedure for Relating Curricular Prescriptions (Objectives, Competences) to

CEFR

………………… 32

1

CHAPTER III

Data Analysis

3.1 Students’ Level of Performance in Writing Production Competences ……… 35

3.2 Target Level of Performance ……………………………………………… 53

3.2.1 Target Level of Performance in English Curriculum ………………… 53

3.2.2 Target Level of Performance in French Curriculum ………………… 57

CHAPTER IV

Restructuring English Curriculum in Higher Education

4.1 Linguistic Diversification and the Curriculum ………………………………. 62

4.2 A Model of English Curriculum for Practical English Course ………………. 63

CONCLUSIONS ……………………………………………………………… 68

BIBLIOGRAPHY ………………………………………………………………. 72

APPENDIX A: Students’ Essays for Assessing Written Production Level of

Performance

APPENDIX B: Assessment Criteria Scales

APPENDIX C: English and French Analytical Curriculum for Practical Course

2

INTRODUCTION

1.1 The aim of the paper

The paper Written Productive Competence in Higher Education aims at

assessing students’ level of performance in Written Production in Higher Education.

In order to test students’ competence I needed some scales, with descriptors

for different levels of performance, for all competences in learning a foreign language

and I found all these scales and competence descriptors in the Common European

Framework of Reference and the Manual for Relating Language Examinations to the

Common European Framework of Reference for Languages: Learning, Teaching,

Assessment. As an ignorant, I asked myself what are these books about and in what

context they came into being. Thus, I found out about multilingualism, which refers to

a person’s ability to use several languages and the co-existence of different

communities in one geographical area.

In A New Framework Strategy for Multilingualism( 2005 ), the Commission of

the European Communities encouraged language learning, promoted linguistic

diversity in society and a multilingual economy and encouraged citizens’ access to

European Union legislation, procedures and information in their own language.

The EU’s language policy promotes multilingualism and aims a situation in

which every EU citizen can speak at least two foreign languages in addition to their

mother tongue. With that end in view the European Union and the Council of Europe

initiated many documents and regulations which promote linguistic diversification:

The European Year of Languages ( 2001) , European Language Portfolio (2001),

Language Education Policy Profile (2002), Common European Framework of

Reference, Manual for relating Language Examinations to the Common European

Framework of Reference (CEFR), 2003, The Guide for the Development of Language

Education Policies in Europe (2003), Action Plan “Promoting Language Learning

3

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0449:FIN:EN:PDF

and Linguistic Diversity” (2004-2006), The European Qualifications Framework

(EQF) (2008) and Education and Training 2010.

The most important documents for those involved in the teaching process are

the Common European Framework of Reference and the Manual for relating

Language Examinations to the Common European Framework of Reference (CEFR).

The former represents a practical tool for setting clear standards to be attained at

successive stages of learning and for evaluating outcomes in an internationally

comparable manner and the latter correlates evaluations in foreign languages to

CEFR. The manual answered to the well-known question “How can I know my B1

level is similar to your B1?” by a technique, based on four sets of procedures:

familiarisation, specification, standardisation and empirical validation.

Being acquainted with these European regulations I started the research stages,

which included on the one hand testing students’ level of performance in Written

Production and, on the other hand, relating English and French Analytical

Curriculum, for the Practical Course, from Faculties of Letters, specialisation Foreign

Languages, to the Common European Framework of Reference.

As previous researches showed, the objectives of reference mentioned in the

English curricula for the 12th grade target the following level of performance: for

English as FL1(foreign language 1) – B2 in Reception and B2 in Production; for

English as FL2 – B2 both in receptive skills and B1 in productive skills, so, we can

presume that, by the end of university, a FL learner should attain C1 or at least B2+,

taking into consideration that, at university , the foreign languages classes do no

longer make the difference between FL 1 and FL 2.

The English and French Analytical Curricula proved difficult to be related to

European descriptors of performance, as the objectives are ambiguous, with a high

level of generality, not being focused on developing certain competences.

According to the scale descriptors of performance from the Manual for

relating Language Examinations to the Common European Framework of Reference ,

4


I designed a model of curriculum for the English Practical Course, laying stress upon

developing receptive and productive skills and specific competences.

This paper can help one to understand the shortcomings of the teaching system

and to think about solutions, because year after year, tests have shown that pupils’ and

students’ knowledge has become gradually less satisfactory.

1.2 The structure of the paper

The paper is structured in four chapters:

1. Multilingualism and European Instruments of Linguistic Policies,

2. Research Methodology,

3. Data Analysis,

4. Restructuring English Curriculum in Higher Education.

The first chapter has three subchapters: Defining Multilingualism, European

Documents and Regulations to promote linguistic diversification and European

Instruments of Linguistic Policies, in which the European context and specific

documents define ‘multilingualism’ and propose common European instruments of

linguistic assessment.

The second chapter has three subchapters: Area of Research , Research Stages

and Procedure for relating curricular prescriptions to CEFR, in which I explained

that the area of research is assessing the levels of performance of the new curricula

for English as a foreign language in Romania, in schools, high-schools and higher

education, by using the Common European Framework of Reference. The research

stages are: the assessment of English and French curricula, in the Faculty of Foreign

Languages from the Petroleum and Gas University of Ploiesti, by contrasting their

objectives to the European descriptors of performance, in order to determine their

target level of performance in studying a foreign language and the assessment of

students’ written production, according to the European descriptors, by a written task:

“Expand and support your point of view on the following topic, providing subsidiary

5

points, reasons and relevant examples: Fear and Ignorance are the root causes of

racial hatred” (300 words).

In the third chapter I analysed the Target Level of Performance in English and

French curricula, by comparing the objectives to the CEFR descriptors and Students’

level of performance in Writing Production Competences, by evaluating students’

essays according to the Written Assessment Criteria Grid, from Relating Language

Examinations to the Common European Framework of Reference for Languages:

Learning, Teaching, Assessment (CEFR) - A Manual, analysing for each essay its

level of performance at the level of Vocabulary, Coherence, Grammatical Accuracy

and Argument.

In the last chapter, I proposed a model of English Curriculum in Higher

Education, a model which should take into account the new dimension of ‘linguistic

diversification’ and the common European descriptors of performance in assessing a

foreign language.

6

CHAPTER I MULTILINGUALISM AND EUROPEAN

INSTRUMENTS OF LINGUISTIC POLICIES

1.1 Defining Multilingualism

In 2005, in Brussels, the Commission of the European Communities published

A New Framework Strategy for Multilingualism, a statement to the European

Parliament, the Council, the European Economic and Social Committee, a document

in which, for the first time, the portfolio of a European Commissioner explicitly

includes responsibility for multilingualism.

This document was the first Commission Communication to explore this

policy area. It complemented the Commission’s initiative to improve communication

between European citizens and the institutions that serve them, reaffirmed the

Commission’s commitment to multilingualism in the European Union, set out the

Commission’s strategy for promoting multilingualism in European society, in the

economy and in the Commission itself.

The European Union is founded on ‘unity in diversity’: diversity of cultures,

customs and beliefs - and of languages. Besides the 23 official languages of the

Union, there are 60 or so other indigenous languages and scores of non-indigenous

languages spoken by migrant communities.

Multilingualism refers to both a person’s ability to use several languages and

the co-existence of different language communities in one geographical area. In this

document, the term was used to describe the new field of Commission policy that

promoted a climate that is conducive to the full expression of all languages, in which

the teaching and learning of a variety of languages can flourish.

The Commission’s multilingualism policy had three aims:

• to encourage language learning and promoting linguistic diversity in society;

• to promote a healthy multilingual economy,

7

• to give citizens access to European Union legislation, procedures and information

in their own languages.

The ability to understand and communicate in more than one language –

already a daily reality for the majority of people across the globe - is a desirable life-

skill for all European citizens. It encourages us to become more open to other

people’s cultures and outlooks, improves cognitive skills and strengthens learners’

mother tongue skills; it enables people to take advantage of the freedom to work or

study in another Member State.

In March 2002, the Heads of State or Government of the European Union

meeting in Barcelona called for at least two foreign languages to be taught from a

very early age. The Commission’s long-term objective was to increase individual

multilingualism until every citizen has practical skills in at least two languages in

addition to his or her mother tongue.

The Commission established key areas for action in education systems and

practices:

National strategies

Experts have identified a need for national plans to give coherence and

direction to actions to promote multilingualism amongst individuals and in society

generally. These plans should establish clear objectives for language teaching at the

various stages of education and be accompanied by a sustained effort to raise

awareness of the importance of linguistic diversity. The teaching of regional and

minority languages should also be taken into account as appropriate, as should

opportunities for migrants to learn the language of the host country (and the teaching

of migrant languages).

Better teacher training

The curricula and structures for training teachers of a foreign language need to

respond to changing demands about the language skills, that pupils and students

should acquire. The Commission has funded a new, independent study drawing on

8

good practice from across Europe which has proposed a common core of

competencies and values for language teachers in Europe.

Early language learning

In most countries at least half of all primary school pupils learn a foreign

language. However, as the Commission has previously made clear, the advantages of

the early learning of languages only accrue where teachers are trained specifically to

teach languages to very young children, where class sizes are small enough, where

appropriate training materials are available, and where enough curriculum time is

devoted to languages.

Languages in higher education

Higher education institutions could play a more active role in promoting

multilingualism amongst students and staff, but also in the wider local community. It

needs to be recognised that the trend in non-English-speaking countries towards

teaching through the medium of English, instead of through the national or regional

language, may have unforeseen consequences for the vitality of those languages.

Developing the academic field of multilingualism

Over the past few years, a number of universities have introduced chairs in

fields of study related to multilingualism and interculturalism in European society.

1.2 European Documents and Regulations to promote linguistic

diversification

The Council of Europe is interested in improving the study of foreign

languages among its citizens. The linguistic habits are not uniformly disseminated

among different countries and social groups. The range of foreign languages spoken

by Europeans is limited: it isn’t enough to learn only one lingua franca.

The European Union contributes to the development of quality education by

promoting citizens’ mobility, designing joint study programmes, establishing

networks, exchanging information, and through a commitment to lifelong learning.

9

Languages are a basic building block behind these activities. Multilingual citizens are

better equipped to take advantage of the educational opportunities created by an

integrated Europe... ................................................................................................

The EU’s language policy promotes multilingualism and aims at a situation in

which every EU citizen can speak at least two foreign languages in addition to their

mother tongue. This follows the call by EU leaders at the March 2002 Barcelona

European Council that every child in the EU should be taught at least two foreign

languages from an early age.

Other milestones in EU language policy include the following:

The European Year of Languages ( 2001)

It was organised by the European Union and the Council of Europe. Forty-five

European countries participated and the main messages of the European Year of

Languages were:

1. Europe is multilingual and always will be,

2. Learning languages brings people opportunities and everyone can do it.

European Language Portfolio, 2001

As part of the Common European Framework for Language Learning and in

order to make lifelong language learning more meaningful, the Council of Europe has

proposed that learners should be able to build up a personal languages portfolio.

The European Language Portfolio was developed and piloted by the Modern

Languages Division of the Council of Europe, Strasbourg, from 1998 until 2000. It

was launched on a pan-European level during the European Year of Languages 2001

as a tool to support the development of plurilingualism and pluriculturalism.

The European Language Portfolio is a document in which those who are

learning or have learned a language - whether at school or outside school - can record

10

http://ec.europa.eu/education/languages/eu-language-policy/doc99_en.htm

their language learning and cultural experiences............................................................

The portfolio has pedagogic and reporting functions and contains three parts:

1. Language Passport - The Passport section provides an overview of the individual's

proficiency in different languages at a given point in time; the overview is defined in

terms of skills and the common reference levels in the Common European

Framework; it records formal qualifications and describes language competencies and

significant language and intercultural learning experiences; it includes information on

partial and specific competence; it allows for self-assessment, teacher assessment and

assessment by educational institutions and examinations boards; it requires that

information entered in the Passport states on what basis, when and by whom the

assessment was carried out. To facilitate pan-European recognition and mobility a

standard presentation of a Passport Summary is promoted by the Council of Europe

for ELPs for adults.

2. Language Biography - The Language Biography facilitates the learner's

involvement in planning, reflecting upon and assessing his or her learning process and

progress; it encourages the learner to state what he/she can do in each language and to

include information on linguistic and cultural experiences gained in and outside

formal educational contexts; it is organised to promote plurilingualism i.e. the

development of competencies in a number of languages.

3. Dossier - The Dossier offers the learner the opportunity to select materials to

document and illustrate achievements or experiences recorded in the Language

Biography or Passport. All competence is valued, regardless whether gained inside or

outside of formal education.

The European Language Portfolio is the property of the learner, it is linked to the

Common European Framework of reference for Languages, a set of common

principles and guidelines has been agreed for all Portfolios, it seeks to promote the

aims of the Council of Europe, these include the development of democratic

citizenship in Europe through: .......................................................................................

1. the deepening of mutual understanding and tolerance among citizens in Europe;

11

2. the protection and promotion of linguistic and cultural diversity; ........

3. the promotion of lifelong language and intercultural learning for plurilingualism

through the development of learner responsibility and learner autonomy;

4. the clear and transparent description of competences and qualifications to

facilitate coherence in language provision and mobility in Europe. ....................

The Ministers of Education of all the member States of the Council of Europe

have recommended that governments, in keeping with their education policy, support

the introduction of a European Language Portfolio.

Language Education Policy Profile, 2002

The Language Policy Division offers expertise to assist member States who so

wish in reflecting upon their language education policy. This activity provides

member States (or regions and cities) with the opportunity to undertake a self-

evaluation of their policy in a spirit of dialogue with Council of Europe experts, with

a view to focusing on possible future policy developments within the country.

Developing a Language Education Policy Profile does not mean external

evaluation. It is a process of reflection by the authorities and involving civil society,

together with the Council of Europe experts who have the function of acting as

catalysts in this process.

The process involves the elaboration of a series of two complementary documents

published by the Council of Europe:

the Country Report (or Regional/City Report) developed by authorities,

the Profile of Language Education Policy of the concerned country (or

region/city).

A Language Education Policy Profile involves several related steps: preparation of

a Country (or Regional / City) Report by the authorities describing and evaluating

current policy and outlining new or planned initiatives, study visit of a Council of

Europe Expert Group followed by the elaboration of an Experts’ Report, round Table

12

or other forum to take the reflection further, production of a forward looking

Language Education Policy Profile by the Council of Europe Expert Group in

agreement with national (or regional) authorities.

Manual for relating Language Examinations to the Common European

Framework of Reference (CEFR), 2003

The primary aim of this Manual is to help the providers of examinations to

develop, apply and report transparent, practical procedures in a cumulative process of

continuing improvement in order to situate their examination(s) in relation to the

CEFR.

The Manual aims to contribute to competence building in the area of linking

assessments to the CEFR, to encourage increased transparency on the part of

examination providers, to encourage the development of both formal and informal

national and international networks of institutions and experts.

The Guide for the Development of Language Education Policies in

Europe, 2003

The Guide for the Development of Language Education Policies in Europe is

organised in three parts:

1. analyses of current language education policies in Europe (common

characteristics of member states policies and presentation of Council of

Europe principles) ;

2. information required for the formulation of language education policies

(methodologies for policy design, aspects/factors to be taken into account in

decision making);

3. implementation of language education policies (guiding principles and policy

options for deciders in providing diversification in choice of languages learned

13

http://www.coe.int/t/dg4/linguistic/Manual%20Revision%20-%20proofread%20-%20FINAL.pdf

and in promoting the development of plurilingual competence; inventory of

technical means and description of each ’solution’ with indicators of cost, lead

in time, means, teacher training implications, administration etc.).

The document is intended for those who influence, formulate and implement

language education policy at any level. It presents approaches to the development of

policies rather than policies as such, and is designed to accommodate the needs of

different education contexts.

The Guide exists in two versions of unequal length to suit the needs of specific

groups of readers:

- the “Main Version” (2007) is the reference version, written for those who decide

language education policy, and which provides the scientific and professional

argument and evidence in detail. The new edition was developed after a process of

consultation; it includes cross-references to related Studies, as well as a glossary

- an abridged “Executive Version” (2007), written for policy deciders involved in

language education policies but who may have no specific specialist knowledge of

technical matters in language education.

Action Plan for Languages

The European Commission adopted the Action Plan “Promoting Language

Learning and Linguistic Diversity” (2004-2006) on 27 July 2003, after an extensive

preparation and consultation process. The Action Plan proposed 45 actions to be

carried out between 2004 and 2006, with the aim of supporting initiatives taken by

local, regional and national authorities.

There were three broad categories of actions:

- extending the benefits of language learning to all citizens as a lifelong activity -

actions in this category address teaching languages at all levels (pre- and early-school,

secondary education, higher education and adult learning)

14



http://www.coe.int/T/DG4/Linguistic/Source/Guide07_Executive_20Aug_EN.doc

http://www.coe.int/T/DG4/Linguistic/Source/Guide_Main_Beacco2007_EN.doc

- improving the quality of language teaching at all levels - actions in this category

relate to the creation of “language-friendly” schools, language teacher training and

supply, teaching other subjects through the medium of foreign languages, and testing

language skills,

- building an environment in Europe that is favourable to languages by

embracing linguistic diversity, building language-friendly communities, and making

language learning easier (e.g. by bringing language learning facilities closer to the

people who need them).

Regional and minority languages

EU policy aims to protect and promote regional and minority languages. The EU

has a positive policy towards regional and minority languages, enshrined in Article 22

of the European Charter of Fundamental Rights, which states, “The Union respects

cultural, religious and linguistic diversity”. The European Parliament has adopted a

series of resolutions promoting action on regional and minority languages.

These fall into two main categories:

- funding for projects and practical initiatives to protect and promote

regional and minority languages - assistance was provided up to the year

2000,

- financial support for the European Bureau for Lesser Used Languages and

the Mercator information network .

These actions target indigenous languages traditionally spoken by part of the

population of the EU Member States. The European Economic Area countries are

also included. This definition does not include the languages of immigrant

communities, artificially created languages or dialects of an official language of the

state in question.

15

Education and Training 2010

The Union must become the most competitive and dynamic knowledge-based

economy in the world capable of sustainable economic growth with more and better

jobs and greater social cohesion (European Council, Lisbon, March 2000).

To achieve this ambitious goal, Heads of States and Government asked for

"not only a radical transformation of the European economy, but also a challenging

programme for the modernisation of social welfare and education systems". In 2002,

they went on to say that by 2010, Europe should be the world leader in terms of the

quality of its education and training systems.

Making this happen will mean a fundamental transformation of education and

training throughout Europe. This process of change will be carried out in each country

according to national contexts and traditions and will be driven forward by

cooperation between Member States at European level, through the sharing of

experiences, working towards common goals and learning from what works best

elsewhere (the "open method of co-ordination")

To ensure their contribution to the Lisbon strategy, Ministers of Education

adopted in 2001 a report on the future objectives of education and training systems

agreeing for the first time on shared objectives to be achieved by 2010. A year later,

the Education Council and the Commission endorsed a 10-year work programme to

be implemented through the open method of coordination. Approved by the European

Council, these agreements constitute the new and coherent Community strategic

framework of co-operation in the fields of education and training.

Ministers of education agreed on three major goals to be achieved by 2010 for the

benefit of the citizens and the EU as a whole:

to improve the quality and effectiveness of EU education and training systems;

to ensure that they are accessible to all;

to open up education and training to the wider world.

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http://ec.europa.eu/education/policies/2010/doc/rep_fut_obj_en.pdf

http://ec.europa.eu/education/policies/pol/policy_en.html#methode

To achieve these ambitious but realistic goals, they agreed on thirteen specific

objectives covering the various types and levels of education and training (formal,

non-formal and informal) aimed at making a reality of lifelong learning. Systems

have to improve on all fronts: teacher training; basic skills; integration of Information

and Communication Technologies; efficiency of investments; language learning;

lifelong guidance; flexibility of the systems to make learning accessible to all,

mobility, citizenship education, etc.

Working Groups have each been working over the course of the last two years

on one or more objectives of the work programme. Gathering experts from 31

European countries as well as stakeholders and interested EU and international

organisations, their role is to support the implementation of the objectives for

education and training systems at national level through exchanges of "good

practices", study visits, peer reviews, etc. With the support of the Standing Group on

Indicators and Benchmarks set up by the Commission in 2002, indicators and

benchmarks are being developed to monitor progress.

"Education and Training 2010" integrates all actions in the fields of education

and training at European level, including vocational education and training (the

"Copenhagen process"). As well, the Bologna process, initiated in 1999 is crucial in

the development of the European Higher Education Area. Both contribute actively to

the achievement of the Lisbon objectives and are therefore closely linked to the

"Education and Training 2010" work programme.

The European Commission adopted on 11 November 2003 a Communication

presenting an interim evaluation of the implementation of the "Education & Training

2010" programme since Lisbon. This Communication calls for accelerated reforms in

the years to come and a stronger political commitment to achieve the Lisbon goals. It

constitutes the Commission's contribution to the joint report which the Education

Council and the Commission submitted to the 2004 Spring European Council.

17

http://ec.europa.eu/education/policies/2010/doc/jir_council_final.pdf


http://europa.eu/education/policies/educ/bologna/bologna_en.html

http://ec.europa.eu/education/policies/2010/vocational_en.html

http://ec.europa.eu/education/policies/2010/objectives_en.html#measuring

http://ec.europa.eu/education/policies/2010/objectives_en.html#measuring

http://ec.europa.eu/education/policies/2010/objectives_en.html

A key priority for the Commission now is the European Qualifications

Framework (EQF), which the Commission formally published as a Staff Working

Document on 8 July 2005.

The objective of the planned EQF is to facilitate the transfer and recognition of

qualifications held by individual citizens, by linking qualifications systems at the

national and sectoral levels and enabling them to relate to each other. The EQF will

therefore act as a translation device and will be one of the principal European

mechanisms intended to facilitate citizen mobility for work and study, alongside for

example, Erasmus, the European Credit Transfer System and Europass.

The European Qualifications Framework (EQF)

The European Qualifications Framework (EQF) acts as a translation device to

make national qualifications more readable across Europe, promoting workers' and

learners' mobility between countries and facilitating their lifelong learning.

The EQF will relate different countries' national qualifications systems to a common

European reference framework. Individuals and employers will be able to use the

EQF to better understand and compare the qualifications levels of different countries

and different education and training systems. .

The EQF was adopted by the European Parliament and Council on 23 April

2008. The EQF encourages countries to relate their qualifications systems or

frameworks to the EQF by 2010 and to ensure that all new qualifications issued from

2012 carry a reference to the appropriate EQF level. .

The core of the EQF are eight reference levels describing what a learner

knows, understands and is able to do – 'learning outcomes'. Levels of national

qualifications will be placed at one of the central reference levels, ranging from basic

(Level 1) to advanced (Level 8). It will therefore enable much easier comparison

between national qualifications and should also mean that people do not have to

repeat learning if they move to another country. .

18

http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm#doc

http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm#doc

http://ec.europa.eu/education/policies/educ/eqf/index_en.html

The EQF applies to all types of education, training and qualifications, from

school education to academic, professional and vocational. The system shifts the

focus from the traditional approach which emphasises 'learning inputs' such as the

length of a learning experience, or type of institution. It also encourages lifelong

learning by promoting the validation of non-formal and informal learning.

1.3 European Instruments of Linguistic Policies

1.3.1 Common European Framework of Reference for Languages:

Learning, Teaching, Assessment

Developed through a process of scientific research and wide consultation, this

document provides a practical tool for setting clear standards to be attained at

successive stages of learning and for evaluating outcomes in an internationally

comparable manner. It is the result of extensive research and ongoing work on

communicative objectives, as exemplified by the popular 'Threshold level' concept. .

The Common European Framework of Reference (CEFR) provides a basis for

the mutual recognition of language qualifications, thus facilitating educational and

occupational mobility. It is increasingly used in the reform of national curricula and

by international consortia for the comparison of language certificates.

The CEFR is a document which describes in a comprehensive manner the

competences necessary for communication, the related knowledge and skills and the

situations and domains of communication. The CEFR defines levels of attainment in

different aspects of its descriptive scheme with illustrative descriptors scale. The

CEFR is of particular interest to course designers, textbook writers, testers, teachers

and teacher trainers - in fact to all who are directly involved in language teaching and

testing. It facilitates a clear definition of teaching and learning objectives and methods

and provides the necessary tools for assessment of proficiency.

19

The final version of CEFR proposes explicit levels of reference for identifying

different levels of linguistic competence, in this way it represents the basis of a

differentiated management of courses, so that there can be created opportunities of

teaching more languages in schools and of continuous learning these languages all life

long.

Due to its transparent and flexible features, the Common European

Framework of Reference can be easily used for:

- Planning a curriculum for learning a foreign language, by defining objectives

and establishing the contents, in order to make a connection between old and

recent assimilated knowledge, during the process of gradual learning in

elementary school, gymnasium, secondary school and university,

- Planning linguistic attestation, which should take into account the contents of

the examination units and the evaluation criteria,

- Planning how to be autodidact, including rendering people who learn towards

their present level of knowledge and skills, settling his/her own achievable and

valuable objectives, selecting teaching aids, self evaluation.

Common European Framework of Reference’s users

The Common European Framework of Reference is an worthy instrument to

be taken into account, first of all by all entities involved in the educational process

(those who decide, examiners, evaluators, manual authors, teachers, pupils), as well

as any individual willing to learn a foreign language.

Within the teaching system, taking into account the prevailing top-down

course of taking decisions, it is necessary to know the European descriptors of

performance and to revise the foreign languages curriculum into a coherent

formula, in order to emphasize pupil’s progress from a learning stage to another,

according to the six European levels of linguistic performance. Once this

correspondence has been established, we can define minimal standards of

20

performance and marking criteria, so that evaluators, professors and, especially,

pupils to plan consciously the educational process, necessary to attain pre-established

standards.

Both objectives, competences in school curriculum and tasks in school

manuals, can be easily evaluated according to the same performance descriptors, with

a view to aiming the same standards and levels of performance, corresponding to

different stages in the teaching system. Thus, the teacher will find it easier to justify

the selection of certain activities and to bring obvious arguments to pupils when

giving marks. On the other hand, pupils will be aware of the carrying on of the

learning process and will be motivated to plan each stage and to find necessary means

of scoring their own progress.

1.3.2 Manual for Relating Language Examinations to the

Common European Framework of Reference for Languages: Learning,

Teaching, Assessment (CEFR)

Both the European Union and the Council of Europe have for an object to

promote politics which strengthen linguistic diversity and rights, mutual

understanding, put on a solid base democratic citizenship and support social unity.

While the European Union was trying to establish an indicator for linguistic

competence, in order to evaluate European citizens’ performance in learning foreign

languages, among the Council of Europe’s achievements are instruments of linguistic

policy: Guide for the Development of Language Education Policies in Europe, From

Linguistic Diversity to Plurilingual Education (2003), Common European

Framework of Reference for Languages: Learning, Teaching, Assessment (2001),

European Language Portfolio (2001), Relating language examinations to the

Common European Framework of Reference for Languages, 2003, Language

Education Policy Profiles (2002).

21

Recently, the Council of Europe, Language Policy Division is intended to

offer assistance to member states, to national and international examining

organizations in order to correlate certificates and diplomas to the levels of

performance proposed by the Common European Framework of Reference for

Languages, with the view of a coherent and transparent didactic process which can

facilitate individual mobility.

In July 2002, Finnish authorities organized in Helsinki a seminar answering to

the difficulties that member states were confronted to and examining / certification

services, issues summed up by Professor J. Charles Anderson to the expression:”How

can I know my B1 level is similar to your B1?” The answer was the pilot edition of a

Manual for Relating Language Examinations to the Common European Framework

of Reference for Languages: Learning, Teaching, Assessment (CEFR) which should

help all people involved in finding the answer to the previous question. Using the

Manual, all member states will succeed in correlating evaluations in foreign

languages domain, by CEFR.

The technique used by authors is based on four sets of procedures, which the

users are advised to follow accurately, in order to achieve a valid system of relating.

Validation is one of the most important elements which must be taken into account

when we decide to do all the activities suggested for each stage.

Familiarisation is the beginning of the whole process. All the users of the

Manual should have an in-depth knowledge of CEFR, namely every scale of

descriptors for each skill and each scale.

Specification gives examination providers the opportunity to increase the

awareness of the importance of a good content analysis of examinations, become

familiar with and use the CEFR in planning and describing language

examinations,describe and analyse in a detailed way the content of an examination

or test, provide evidence of the quality of the examination or test, provide evidence

of the relation between examinations/tests and the CEFR, provide guidance for item

writers, increase the transparency for teachers, testers, examination users and test

22

takers about the content and quality of the examination or test and its relationship to

the CEFR. The forms to be filled in have an awareness-raising function (process) and

are also sources of evidence to support the claim made (product).

Standardisation training in relation to the CEFR levels involves four steps:

carrying out the CEFR familiarisation activities, working with exemplar performances

and test tasks to achieve an adequate understanding of the CEFR levels, developing

an ability to relate local test tasks and performances to those levels, ensuring that this

understanding is shared by all parties involved and is implemented properly.

Empirical validation uses quantitative procedures which are based on

collecting and analysing data in order to confirm the level obtained after Specification

and Standardisation. The level of confirmation depends on the quality and accuracy in

every stage. Thus, pupils’ marks correspond to certain European levels of

performance.

23

CHAPTER II – RESEARCH METHODOLOGY

2.1. Area of research

In 2006, in Romania, the new curricula for English as a foreign language

(FL), designed for the 11th and the 12th grade (M.O., no. 3410/ 07.03.2006) enlarged

upon the European dimension by using the Common European Framework of

Reference (CEFR) in restructuring the specific competences and in setting certain

target levels of performance for the high-school graduates.

Thus, they prescribe the level B2 in all competences for the first foreign

language of study (FL1), B2 in Reception and B1 in Production for the second foreign

language ( FL2), A2 in all competences for the third language of study.

Research (Neagu, 2008: 103) showed that the objectives of reference

mentioned in the English curricula for the 8 th grade target the following level of

performance: for English as FL1 – B1+ in Reception and B1 in Production; for

English as FL2 – A2/B1 both in receptive and productive skills.

Table: Curricula Target Levels of Performance – Lower versus Upper Secondary Education

GradeCurricula Target Level

Reception Production

8 L1 B1+ B1

12 L1 B2 B2

8 L2 A2+ A2+

12 L2 B2 B1

It seems that with every four years of study, learners are able to reach an upper

level of performance on the European Scale.

Our first claim is that by the end of university, a FL learner should attain C1 or

at least B2+, taking into account the fact that, at university , the FL classes do no

longer make the difference between FL 1 and FL 2.

24

The first language can be studied three or four hours a week or one, two hours

a week (FL1), whereas the second language language is being studied one or two

hours a week (FL2).

Research (Neagu, 2008: 196, 222) showed, according to the tests devised on

1800 pupils in the 8-th and the 12-th grade, in rural and urban areas, to what extent

the pupils reach the targeted levels of performance.

Table 2.1 Levels of performance reached by pupils (8-th grade) for each tested

competence

Level Reading % Writing % Listening %8 L1 8 L2 8 L1 8 L2 8 L1 8 L2

Less than A1 -- -- 37.83 55.6 10.36 13.59A1 9.85 12.62 16.62 19 20.24 24.68A1/ A2 26.98 27.18 -- -- -- --A2 63.13 60.19 25.54 10.95 42.40 36.06A2/B1 -- -- 12.04 7.21 26.98 25.65B1 -- -- 7.95 7.21 -- --

Taking into account that the target level of performance for the 8-th grade

(FL1), according to the curricular prescriptions, was B1+ in Reception and B1 in

production, we can notice that only 63% of the testees reached A2 for Reading

comprehension competences and only 8% have attained B1 in Written productive

skills.

In the case of 8-th graduates FL2, although, according to the curricular

prescription, the testees should have reached A2+ in Reception and A2+ in

Production, only 60% of the pupils attained A2 in Reading, but in Writing 7% of the

testees reached B1.

Table 2.2. Levels of performance reached by pupils (12-th grade, 1-2

hours/week) for each tested competence

Level Reading % Writing % Listening %12 L1 12 L2 12 L1 12 L2 12 L1 12 L2

Less than A1 -- -- 30.63 12.9 -- --A1 0.9 -- 11.7 9.03 -- --A1/ A2 9.9 8.4 -- -- -- --A2 34.5 21.9 22.5 23.8 9.9 9.7A2/B1 54.6 69.7 -- -- -- --

25

B1 -- -- 19.5 27.1 38.4 49.0B1+ -- -- 7.8 14.2 28.8 41.3B2 -- -- 6.9 12.9 22.8 --C1 -- -- 0.9 -- -- --

The Curricula target levels of performance for 12th grade pupils - FL2 are: B2

for Reception and B1 for Writing, while 69 % of testees attain only A1/B2 in Reading

and in Writing they reach 27% - B1, plus 12% -B2.

The comparative analysis of the levels of performance reached by pupils in the

12-th grade, who study English as FL1, but differently (1-2 hours/week or 3-4

hours/week (intensively) emphasizes the importance of the number of hours assigned

for the study of a foreign language. Pupils who study in Intensive English profile

classes reach superior levels of performance, as it can be seen in the following tables.

Also, pupils in Bilingual classes, reach the level of performance due to more hours of

studying English and to subjects taught totally in English: Geography and History.

Table 2.3 European levels of performance in Reading (English L1)

LevelReading %1-2 hours/week 3-4 hours/week

Less than A1 -- --A1 0.9 5.6A1/A2 9.9 2.8A2 34.5 11.2A2/B1 54.6 23.7B1 -- 27.6B1+ -- 28.8

In Reading, the 12th grade FL1 pupils should attain level B2. Analyzing table

2.3 we notice that there are no pupils to reach the targeted level of performance;

among those who study 1-2 hours/ week 54% attain only level A2/B1 and among

those who study 3-4 hours/ week 28% attain level B1+.

Table 2.4. European levels of performance in Writing (English L1)

LevelWriting %1-2 hours/week 3-4 hours/week

Less than A1 30.63 4.5

26

A1 11.7 3.95A2 22.5 10.16B1 19.5 23.16B1+ 7.8 19.2B2 6.9 20.9C1 0.9 18.07

Table 2.4 shows that, in Writing, almost 1% of the pupils with 1-2 hours/ week

reach level C1 and 18% of the pupils with 3-4 hours/week reach level C1, while the

target level of Curricula was B2.

Table 2.5 European levels of performance in Listening (English L1)

LevelListening % 1-2 hours/week 3-4 hours/week

A1 -- --A2 9.9 0.56B1 38.4 19.7B1+ 28.8 38.4B2 22.8 41.2

In Listening, the 12th grade FL1 pupils should attain level B2. Analysing table

2.5 we observe that, 22.8 % of the pupils who study 1-2 hours/ week, attain level B2

and among those who study 3-4 hours/ week 41% attain level B2.

As a conclusion, in the 8-th grade of study, only 60 % of the pupils have

reached the target level of performance in Reception and 27 % have reached the target

level in Production. In the 12-th grade, for Production, 7% of the pupils reached B2,

1% - C1 for L1 and 27% - B1, 13% - B2 for L2 and for Reception they reached, on an

average, 60% - B1 for L1 and L2.

Our second claim is that the real level of performance in a FL, in the case of

most university graduates, will be different from the assumed target level of

performance. However, our research will focus only on assessing Productive

competences.

2.2. Research Stages

27

In order to find out to what extent our initial claims are confirmed, I have

followed two main stages.

First of all, I have assessed the FL Curricula designed for the Faculty of

Foreign Languages from the Petroleum and Gas University of Ploiesti by contrasting

the prescribed objectives of reference to the European descriptors of performance in

order to identify their assumed target level of performance in English and French.

The second research stage has been divided into two steps, as follows:

1. Designing the test and devising it on the 3-rd year of study university students

in Foreign Languages and Philology.

2. Assessing students’ performance according to the European descriptors in

order to find out their real level.

Taking into account the European descriptors for the assumed level of

performance B2/ C1, the written task has been formulated as follows:

TASK: “Expand and support your point of view on the following topic,

providing subsidiary points, reasons and relevant examples: Fear and Ignorance are

the root causes of racial hatred” (300 words).

The topic was chosen from “Successful Writing”, a book written by Virginia

Evans, in the unit referring to “Discursive essays”.

Generally, essay writing is a popular technique by which teachers aim to

develop their students’ writing skills, also, most examination forms also use the essay

to assess the candidates’ writing skills.

Compared to the paragraph, the essay is a much longer piece of writing:

average classroom or homework essay assignments require 200- 300 words. The basic

requirements for the writing of paragraph – structure, balance, unity and coherence –

hold true for the essay, too; however, given the much larger span and scope of the

latter, the principles should be reanalyzed.

Thus, the essay has a well-defined structure that the students must learn to

observe. The large amount of language must be organized into logical units, i.e.

paragraphs. The first of these paragraphs functions as the essay’s introduction; the

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middle paragraphs (no less than two) represent its body; the last one constitutes its

closing. Within the economy of the essay, each paragraph must represent a complete

unit, dealing with one issue or one aspect of the problem only and each individual

paragraph must have its own well-rounded structure.

A good text structure automatically leads to a sense of balance and proportion.

For example, the description of a trip abroad must cover the entire trip, not just the

first days, or, on an essay comparing two items, both items must receive similar

attention and space.

The principle of unity requires that all the facts and details presented should

relate to the essay’s title and topic. Every statement and example must support and

illustrate the main idea. Irrelevant details or material that is not closely related to the

subject, have no place in the strict economy of the essay. The paragraphs must follow

one another in logical succession, aided by smooth language. One paragraph must

lead naturally to the next and each new sentence must add something to what has

already been said.

Essays must also observe the requirements for stylistic unity. Linguistically,

essays are quite demanding and the writer must carefully adapt his/her language to the

topic and approach. Some essays require that the writer should give an educated

opinion on a certain issue and personal comments should be avoided.

Even more than with individual paragraphs, coherence is an essential

condition of essays. The flow of language is basic to achieve a sense of logical

development; therefore each new sentence should be linguistically connected to the

previous one. To connect the sentences within the paragraph into elaborate complex

sentences, the writer should use transitional words and phrases (e.g. “as well as, not

only ... but also, and yet”).

The individual paragraphs must also be related to one another: transitional

items (e.g. “To begin with, or First of all” – for the introduction; “Furthermore,

However or Although” – for development; “Therefore” or “Consequently” for the

closing) link one paragraph to the next, provide fluency to the language, ensure

29

logical and smooth transition from one paragraph to the next and give an educated

aspect to the essay.

A discursive essay is a piece of formal writing, which discusses a particular

issue, situation or problem. There are three main types of discursive essays:

For and against essays present both sides of an issue, discussing points in

favour of a particular topic, as well as those against or the advantages and

disadvantages of a particular question. Each point should be supported by

justifications, examples and/or reasons. The writer’s opinion should be presented only

in the final paragraph.

Opinion essays present the writer’s personal opinion concerning the topic,

clearly stated and supported by reasons and/or examples. The opposing view point

and reason should be included in separate paragraph before the closing one, together

with an argument that shows it is an unconvincing viewpoint. The writer’s opinion

should be included in the introduction and summarised/ restated in the conclusion.

Essays suggesting solutions to problems, in which the problems associated

with a particular issue or situation are analysed and possible solutions are put forward,

together with any expected results. The writer’s opinion may be mentioned, directly

or indirectly, in the introduction and/or conclusion.

According to the European descriptors of performance each type of essay

targets a different level. A learner who has achieved the level B1 can give his/ her

opinion about accumulated factual information. For and against essays can be

successfully developed by learners who have attained Level B2, whereas, those who

are at B2+, are able to write an essay that develops an argument systematically,

evaluating different ideas or solutions to a problem.

Table 2.6 Target level of performance of each type of essay

Type of essay

European Descriptors Level

Opinion Can write short, simple essays on topics of interest.Can summarise, report and give his/her opinion about accumulated factual information on a familiar routine and non-routine matters, within

B1+

30

his field with some confidence.For and Against

Can write an essay or report which develops an argument, giving reasons in support or against a particular point of view and explaining the advantages and disadvantages of various options.Can synthesise information and arguments from a number of sources.

B2

Solutions to a problem

Can write an essay or report that develops an argument systematically with appropriate highlighting or significant points and relevant supporting details.Can evaluate different idea or solutions to a problem.

B2+

The degree of difficulty is either increased or lowered by the topic of the

composition. Each type of essay can reach level C1 or C2, provided the construction

and the structure of the essay are more complex. The essay should be coherent and

motivate multiple points of view by many examples.

Thus, it is very important to formulate the task appropriately because the level

of performance will be triggered by the type of the written product required by the

length of the expected answers and by the requested functions involved in structuring

the composition (argumentation, explanation, expressing opinions, comparing and

contrasting, exemplifying etc.)

The more elaborate, detailed and motivated is the requested answer, the higher

is the target level of performance. Among other elements which influence

significantly the level of difficulty of the written tasks we notice (Neagu, 2008: 144):

The type of the expected answer: stories and personal letters (B1), film or

book reviews and formal vs. informal letters (B2), detailed descriptions of

events and argumentative essays (B2+);

The type of the initial text (in the case of mediation activities): letters,

brochures, short newspapers articles and stories (A2); films, plays (B2); news,

documentaries, interviews, expert articles (B2+), long argumentative texts

(C1-C2);

Thematic domain: personal (A1- A2); personal and educational (B1); public

and professional (B2- C1);

The degree of coherence in a written text: basic cohesive devices: and, then

(A1); simple connectors: and, but, because (A2); short, discrete elements

31

(B1); a limited number of cohesive elements (B2); organizational patterns and

a wide range of connectors and other cohesive devices (C1- C2);

The target degree of grammatical accuracy and of lexical diversity: simple

grammatical structures and sentence patterns (A2); frequently used patterns

(B1); without making errors which cause misunderstandings (B2); high degree

of grammatical accuracy and control of even the most complex language

forms, collocations and idioms.

2.3. Procedure for relating curricular prescriptions

(Objectives, competences) to CEFR

In designing the test I have followed the procedures suggested by the Council of

Europe’s experts, who developed the Manual for Relating Language Examination to

CEFR (2009), namely:

Stage 1. Specification means showing to what extent the examination covers

the categories and the levels of CEFR. In a first stage, the user has to describe the

examination according to a control list in order to prove its consistency and stability

(internal validation). Then, the subject matter of the examination has to be analysed

by comparison with the categories and the levels of CEFR.

The specification of the subject matter of the examination aims at formulating

the conjecture of correlating the test to CEFR.

1.1. Familiarisation with CEFR

1.2. Internal validation: the description and the analysis of the following

components:

- General subject matter of examination;

- Process of elaborating the test;

- Procedures regarding the marking and the results;

- Revision process after the pilot testing.

1.3. External validation:

32

Correlating the general description of examination to the CEFR level scales;

Correlating the tested communicative activities to the CEFR level scales;

Correlating the aspects on the linguistic communicative competence to the

CEFR level scales.

Stage 2. Standardisation confirms the CEFR level of examination resulted from

Specification. In the first place, the user needs to get accustomed to working with

standardised samples for productive skills and with tasks, already settled, for

reception and grammar competences. After getting accustomed, the user should start

standardising samples of local tests for each type of skill.

Standardising valuable judgements aims at the validation of the hypothesis

according to specification and standardisation.

2.1. Getting accustomed to the processes implied by standardisation;

2.2. Evaluating performance according to CEFR levels, using standardised

samples;

Determining the degree of difficulty of the test items, in relation with

standardised CEFR items:

2.3. Standardisation of local performance samples in relation with CEFR levels;

Determining the degree of difficulty of the local items in relation with CEFR

level scales;

2.4. Dissemination and implementation.

Stage 3. Empirical validation uses quantitative procedures based on collecting and

analysing data, in order to confirm the level obtained as a result of Specification and

Standardisation. The extent of confirmation depends on the quality and accuracy of

each accomplished stage.

Thus, students’ marks could correspond to European levels of performance.

Empirical validation by analysing test data aims at the validation of hypothesis

on the basis of empirical validation.

33

3.1. Collecting data;

3.2. Internal validation: confirming the psychometric quality of the test;

3.3. External validation: confirming the correlation of examination to CEFR, by

independent measuring.

CHAPTER III DATA ANALYSIS

3.1 Students’ level of performance in Writing Production

Competences

34

In order to evaluate students’ level of performance in Writing

Production Competences in the last semester of their university studies, at University

of Gas and Petroleum Ploiesti, Faculty of Letters, Specialization Romanian and

English Literature and Language, we asked the students to write an essay, about

which we discusses earlier, with the following task: “Expand and support your point

of view on the following topic, providing subsidiary points, reasons and relevant

examples: Fear and Ignorance are the root causes of racial hatred”, taking into

account the European descriptors for the assumed level of performance B2/ C1.

With the view of evaluating students’ level of performance in Writing

Production Competences, I used the Written Assessment Criteria Grid, from Relating

Language Examinations to the Common European Framework of Reference for

Languages: Learning, Teaching, Assessment (CEFR) - A Manual, analysing for each

essay its level of performance at the level of Vocabulary, Coherence, Grammatical

Accuracy and Argument.

Taking into account the levels of performance in Written Production, I

analysed students’ essays (all essay can be found in Appendix 2, in this paper I kept

only one essay for each level of performance ) and came to the following conclusion

regarding the used vocabulary, the grammatical accuracy, the coherence, the

argument and the final level of performance in Writing :

Essay Analysis Student number 1

Vocabulary CoherenceGrammatical

AccuracyArgument

Final level of performance in

WritingB1 B1 B1 B1+ B1

Student number 1 makes vocabulary errors such as: “racial” – racist,

“ignorate” – ignore, spelling errors: “ owr” – our, “contry” – country, ‘romanians’ –

Romanians, ‘gipsy’ – ‘Gipsy’, ‘evan’ – even, ‘matred’ – hatred, ‘allthow’ – although,

grammatical errors:’ every people’ – all people.

The arguments are not sustained by proper examples and the student uses

simple connectors: ‘and’, ‘for example’.35

Essay Analysis Student number 2


AccuracyArgument


WritingA2 A2 A2+ B1 A2+

Student number 2 makes vocabulary errors: “racialism” – racism, “prejudge”

– prejudice, spelling errors: ”meny” – many, “gypsyes” – Gipsies and grammatical

errors: ‘ this century bring’ – brings, ‘ a lots of’ - lots of, ‘to be more openly, more

friendly’ – to be more open, friendlier, ‘ there all’- there are.

He uses simple connectors, basic sentence patterns and simple grammatical structures.

Essay analysis Student number 3


AccuracyArgument


WritingB1+ B2 B1 B1 B1+

Student number 3 makes many vocabulary errors: a ‘false friend’ – ‘

respective’ is used with the wrong meaning, it would be correct to use the adjective ‘

certain’, another ‘ false friend’ – ‘provide’, which means ‘ to give something to

somebody’, is used in the essay with the meaning of the verb ‘ to come’, the noun ‘

foreigner is used wrongly instead of the an adjective ‘foreign’, the noun ‘ aid’, which

means ‘money, food that is sent to a country or to people in order to help them’, is

used incorrectly in the phrase ‘ his aid to help us’, ‘ reject for’ instead of ‘reject of’,

near ‘we’ – the form of the personal pronoun, in the Accusative case is ‘us’.

The verb ‘to quit’ is used instead of ‘to leave’ in the phrase ‘ to quit the place’.

The student used a limited number of cohesive devices to link his sentences into a

coherent text.



AccuracyArgument


WritingB1 B1 B1 B1 B1

36

Student number 4 also makes spelling errors: ‘hudge’ – huge, ‘gypsy’ – Gipsy, ‘

afraid’ – afraid, vocabulary mistakes: ‘ racialism’, sometimes commas are missing in

the text. From the grammatical point of view the student uses reasonably accurately a

repertoire of frequent used ‘routines’ and patterns.

Essay analysis Student number 5 When the first Portuguese ships mistaking the much desired road to India arrived on the shores of the American continent, the sailors were probably the first white humans encountering the “red skins” ( and viceversa).

Years later, as empires roamed the seas to found new colonies, the African territories became a rich source of slaves. One must understand that early conquistadors thought of their coloured fellow men to be part animal, part of diabolic nature. This was the result of their lack of knowledge (or experience for that matter) concerning the indigenous peoples they encoutered in their journals. For thousands of years, the European’s shared knowledge of the word was that humans are all alike, followers of God, center of the universe – thus they are not to blame for their strange behaviour. One always fears what one does not understand – and for hundreds of years indigenous populations remained a total mystery to the white race.

Fast forward to the XXth century, a time when man stepped on the moon and split the atom, people in so-called “civilized countries” still considered ethnic groups to be inferior to the white race.

As late as the ‘60s and ‘70s in the USA there was still a pregnant segregation from a social, political and economic point of view between “ colored” and “whites”.

Can we still put the blame on fear and ignorance for this type of racist behaviour? The reasonable answer is no. But this is only skeendee. All the racial hatred still existing in the world today is not necessarily the result of fear and ignorance, but rather the result of hundred of years of racism which has now become deeply carved in our “white” DNA. Our “unspoken” and: untaught” social heritage whispers to us that the others are different, thus, not as good as we are.

If I may venture to predict the future, I could say that although we know all there is to know about other racial and ethnical groups, there will always be a clear borderline between “white” or european cultures and what is now politically correct called African-American, Hispanic or Native American.


AccuracyArgument


WritingC1 C1 C1 C1 C1

The best essay of all 27 essays is a well-structured and mostly accurate text. It

underlines the relevant salient issues, expands and supports its points of view with

reasons and examples and rounds off with an appropriate conclusion.

The student showed a controlled use organizational patterns, connectors and

maintained a high degree of grammatical accuracy.

37



AccuracyArgument


WritingC1 C1 C1 B2+ C1

Student number 6 also wrote a very good essay, which maintained a high degree

of grammatical accuracy, it showed a controlled use of organizational patterns,

connectors, and had a good command of a broad range of vocabulary, selecting a

formulation to express clearly the idea about the topic.

The level of performance for Argument is B2+ because the student did not

develop the argument highlighting significant points and offering too many

supporting details.



AccuracyArgument


WritingB2 B2 B2 B1+ B2

Student number 7 wrote clearly, detailed, and has a sufficient range of language

to express his /her viewpoints, using some complex sentence forms to do so. The

student used a limited number of cohesive devices to link his/her sentences into clear,

coherent text, showed a high degree of grammatical control, making just one error:

‘in this day and ago’ – nowadays and in the past.



AccuracyArgument


WritingB1 B1+ B1+ B1 B1

Student number 8 uses grammatical ‘routines’ and patterns, occasionally makes

errors: grammatical - ‘racial hatred have been’ – racial hatred has been, that the reader

can interpret correctly on the basis of the content, spelling errors – ‘partaining’ –

pertaing; he/she used a limited number of cohesive devices: ‘ no matter’, ‘also’,

38

‘and’, and has enough language, with sufficient vocabulary to express his/her opinion

on the topic.



AccuracyArgument


WritingB1 B1 A2+ B1 B1

Student number 9 makes a few grammatical errors: ‘ persons’ – the plural form

of the noun ‘person’ is ‘ people’, “every person” – each person, ‘ since now, I have

met’ – the preposition ‘since’ is used to specify the beginning of an action or activity,

it can’t co-occur with the adverbial ‘now’, so it is correct to say: I have met… till

now/ so far, spelling errors: ‘ at lest’ – at least, ‘gipsy’ – Gipsy, ‘listent to’ – listen to,

‘gape’ – gap, vocabulary errors: ‘ ‘remove this ignorance’ – change this ignorance,

‘behaviourism’ – behaviour. In general, from the grammatical point of view , the

student uses simple structures correctly. The text shows discrete elements of

connection:’ but’, ‘and’, ‘maybe’.

Essay analysis Student number 10 Racial hatred is provoced by these people who are afraid of what they do not know. People are racists when it comes about afro-americans, about gipsys, about chinese people and about all other people who are of different nationality.

There are two causes of racial hatred: fear and ignorance. In general, we are afraid of what is different, of what is beyond our knowledge. But most of us show a big degree of ignorance. They think that if a person has a different skin colour that means that that person is inferior to him and does not deserve to live next to him. To put an end to this racial movement we should be more interested in other cultures, we should try to make friends from other countries and then we will realise that we have many things to learn from them. We would find out interesting things about their traditions, about their customs and celebrations and we would see that they are more interesting people we would think of. Also, ignorance comes from our lack of religion background. We should think that God created us all equal, that we are not different one of other and we should live in harmony.

The most violent racial mouvement was in the past, when the afro-americans, called “negros”, were beaten to death because of their skin colour. Those people suffered a lot because of the ignorance of others, because some people thought that the white skin is the suprime race. Another example of racialism is agains chinese people. They are also jugded by their skin colour and by their figure.

Nowadays, even if these mouvements are becoming rarely, when we see, for example, an afro-american boy or girl on the street, we have the tendency to stare at him, making that person to feel uncomfortable.

39

I think that, to solve the racial problems, we have to be more tolerant, to help our society, step by step, to change it’s thinking.


AccuracyArgument


WritingB2+ B2+ B2 B2 B2+

Although, generally, essay number 10 is a good one, from the argument,

grammatical, vocabulary and coherence point of view, the student makes vocabulary

errors: ‘ big degree of ignorance’ – high degree, ‘religion back ground’ – religious

background, ‘ racialism’ – racism, ‘mouvements’ – tendencies, spelling errors: ‘

agains’- against, ‘ provoce’ – provoke, ‘afro-americans’ – Afro=Americans, ‘chinese’

– Chinese, grammatical errors: ‘ mouvements are becoming’ – the verb ‘to become’ is

not used with its continuous aspect, ‘it’s ( in context it is used as a possessive

adjective) thinking’ – its thinking.



AccuracyArgument



Grammatically, the student number 11 makes errors that the reader can

interpret correctly on the basis of the context: ‘ we confront with the racism’ – the

definite article ‘the’ is not needed, ‘in our mind exist already the idea that is a thief’ –

in our mins exists the idea that he is a thief, ‘as if they are not human’ – as if they

were not human, ‘to understand the fact that doesn’t matter’ – the subject ‘it’ is

missing: that it doesn’t matter. He/ she makes spelling errors: ‘ gipsy’ – Gipsy,

‘appereances’ – appearances, ‘soo’ – so. The coherence devices are simple, the

vocabulary is sufficient to permit the student to express his/ her point of view.



AccuracyArgument


WritingC1 C1 C1 B2+ C1

40

Student number 12 wrote a good essay, with convincing arguments, underlined

the relevant issues and supported his /her points of view with subsidiary points. He/

she has a good command of language, expressing himself / herself clearly, produced a

well-structured text with diverse connectors, has a high degree of grammatical

control. Reading this essay, I found just a few errors: ‘had happen’ – had happened,

‘plenty examples’ – plenty of examples, ‘due to’(in a negative meaning context) -

because of, ‘Gypsys’ – Gipsies, ‘these kind’ – these kinds.



AccuracyArgument



Using fairly accurate grammatical patterns, discrete connection elements, having

sufficient vocabulary to express him/herself, student number 13 makes spelling

errors: ‘nomber’ – number, ‘ rommi’ – Rroms, ‘Italiens’ – Italians, ‘understable’,

understandable and grammatical errors: ‘ when… has declined’ – when … declined,

‘when … declined, some people may think’ – when …declined, some people might

think.



AccuracyArgument



Reading student’s number 14 essay, I found different kind of errors:

grammatical – ‘I am not agree’ – I don’t agree, ‘all the gipsys are bad person’ – all

the Gipsies are bad people, ‘they has’ – they have, ‘one of them are’ – some of

them are, ‘they notice that are discriminated by’ – the subject of the second

sentence is missing : they notice that they are discriminated by,

41

vocabulary – ‘affirmation’ – assertion, ‘instead of’ – in spite of/ despite, ‘

retention’ – restraint, ‘as long as’ – as soon as (needed in context), ‘ in another

part’, in another place

spelling – ‘gypsys’ – Gipsies,

wrong word order – ‘I say that always the people will judge’ – I say that people

will always judge.

Essay Student number 15


AccuracyArgument


WritingB2 B2+ B2 B2 B2

Student number 15 shows a high degree of grammatical control, does not

make errors which cause misunderstandings, uses a limited number of cohesive

devices, has a sufficient range of language to be able to express his/ her point of view,

using some complex sentence to do so. He/ she makes just a few errors: ‘who they

should respect’ – whom they should respect, ‘rases’ – races, ‘one of the aspect’ – one

of the aspects, ‘threat’ – treat.



AccuracyArgument


WritingB1 A2+ A2+ B1 B1

Essay number 16 attains the Overall level of performance in Writing

Production B1. The vocabulary is adequate to express the ideas which develop an

argument, giving reasons in support for student’s point of view. The linking elements

are simple: ‘and’, ‘but’, creating a connected, linear text.

The student uses simple structures correctly, but sometimes makes mistakes:

‘people are watching the others with fear’ – the continuous aspect of the present tense

is incorrectly used in this context, where the student doesn’t speak about an action in

progress, but about a general fact, also the verb ‘to watch’ is not used correctly,

42

instead of it it would have been better to be used the phrasal verb ‘to look at’, we are

judging the people’ – it is the same wrong use of the continuous aspect of the verb,

‘they speaks’ – the 3rd singular form of the verb in Present Tense is put near a

pronoun, plural, 3rd person; ‘our behavior makes them to feel’ – after the verb ‘make’,

the following verb has short/bare infinitive form: makes them feel, ‘they are

surrounded by the people like them’ – in this context, the determiner “the” is not

necessary before the noun ‘people’; ‘their feeling in return are ignorance and fear’ –

first of all there is a subject in singular together with the verb ‘to be’ in plural form,

secondly the use of the ‘false friend’ – ‘ignorance’, instead of the correct word in

context ‘ignoring’. ‘The others people’- the indefinite pronoun ‘ the others’ can be

found alone and it is written like this when it appears without a noun; as a

determiner, it has the form: ‘the other people’; ‘ we have the guilt’ – this an unhappy

expression, with a Romanian topic, in English we say: ‘we are guilty’.

Some spelling errors also occur: ‘gipsy’ – Gipsy, ‘thiefs’ – thieves.



AccuracyArgument


WritingB1+ B1+ B1 B2 B1+

Essay number 17 is a simple one; the student gives his/her opinion with

confidence, uses accurate grammatical patterns and, sometimes, makes errors that any

reader can interpret correctly in the context. The connectors are simple” ‘but’, ‘and’,

because and the vocabulary is adequate to show student’s point of view.

The overall Written Production level of performance is B1+, however, various

types of errors can be found: grammatical: ‘ racial hatred is a phenomena’ – the noun

with late Latin roots, ‘phenomena’ has been mistaken for a noun in singular, although

its singular form is ‘phenomenon’ and ‘phenomena’ is the plural form of the noun. ‘In

nowadays’ – the phrase has the Romanian topic, containing the preposition ‘in’, in

English the correct use of the adverbial of time is ‘nowadays’. The ‘false friend’

‘provides’ (to take precautionary measures, to supply or make available, to have as a

43

condition) has been used by student intending to mean ‘to come from’: ‘a target for

racial hatred which comes from Italy’. ‘Romanians citizen’ – the word ‘Romanian’

can take the plural form only when it is a noun, here it is an adjective, which does not

have plural forms, so, the grammatical form ‘Romanian citizens’.

The same mistake occurs twice: ‘that violent events’, ‘that violent acts’. The

determiner ‘that’ has forms for plural: ’those violent events’, ‘those violent acts’.

In the phrase ‘an informed people’, the student proves that he/she does not

know that ‘people’ is a noun in plural form, the singular of which is ‘one person’, it

would have been correctly to say: ‘an informed person’ or ‘ ‘informed people’.

In the phrase ‘the fear for losing’, the phrasal verb needs the preposition ‘of’:

‘to be afraid of’, we say accurately ‘the fear of’.

In the sentence ‘Fear and violence represent the main causes of racial hatred

during the history.’ The Present Tense is wrongly used together with the adverbial of

time ‘during’, which means: ‘throughout the duration of, at a point in the course of’.

When we speak about actions that took place in the past, but there are effects in the

present, we use Present Perfect; a correct variant can be: ’Fear and violence have

represented the main causes of racial hatred throughout the history’,

- spelling error: ‘sometime’ – the adverb is ‘sometimes’ when referring to the

meaning ‘occasionally’.



AccuracyArgument


WritingA2+ B1 A2 B1 A2+

Student number 18 wrote simple sentences, linked with simple connectors; he/she

uses basic sentence patterns, simple grammatical structures, but making mistakes. In

the phrase ‘The racial hatred can be understanding’, the subject complement is not the

right choice, as it means ‘friendly or harmonious relationship’ or ‘the power of

comprehending’, the student wanted to say: ’The racial hatred can be understood’.

44

In the phrase ‘in two way’, the noun should have been in its plural form: ‘two

ways’. Another phrase wrongly written is: ‘In Romanian speaking exists…’; the

student omitted the subject ‘it’ and wanted to say ‘Speaking about Romania, here it

exists…’.

In ‘Most of the east European come’, the noun ‘European’ is in singular, but the

student referred to its plural meaning: ‘Most of the East Europeans come’. The

transitive phrasal verb: ‘to think of’ is used improperly by the student with the

preposition ‘at’: ‘you think at them’

Spelling errors and the grammatical ones make this essay to attain only level

A2+ in Written Production : ‘east’ – East, ‘gipsy’ – Gipsy, ‘denegrate’ – denigrated.

Essay analysis Student number 19The subject of racial hatred is very actual. All the time, everywhere in the world, there are

problems between individuals coming from different categories. The disagreements appeared from the differences of the skin colour or from different religions produced many conflicts that came up to be real wars with many horrors.

The causes of racial hatred can be various from nation to nation. The main causes can be considered fear and ignorance. Ignorance is the one that produces many disagreements now and ever. We are very good in take care only our selves without thinking if the others are well.

For example, speaking about the European scandal that gypsi have created lately. There are moments when the reactions of all the nationalities that had problems with them are understandable. It is not easy to accept all the atrocities that we see on TV. The main prouve of ignorance comes from the Roumanian authorities that didn’t do anything to solve their problems.

The gypsi have a bad hystorical background in Roumania. They were considered being inferiors so they got bad treatements over the years.

I think that, actually, this bad habits produced the reaction of ignorance and most of all the reaction of fear from the other. The solution for all these problems can be found in each of us. Maybe, with a lot more understanding and with an open mind we can “cut” all the roots causes of racial hatred.


AccuracyArgument


WritingB1+ B1+ B1+ B2 B1+

Essay number 19 is an example for B1+ level of performance in Written

Production: it shows enough vocabulary to express the student’s point of view, the

connection elements are limited and the grammatical patterns are most of the times

correct, sometimes, making mistakes easily to interpret correctly in the essay.

45

In the phrase ‘causes … can be various from nation to nation’, I think it would

have been better to use the verb ‘to vary’ – ‘causes … can vary from nation to nation’.

For the clause: ‘the one that produces many disagreements now and ever’, because the

student writes about a situation started in the past that still has effects in present,

he/she should have used Present Perfect Tense and an adverbial of frequency: ‘the

one that has always produced many disagreements’. In ‘this bad habits’ the student

forgot that the determiner ‘this’ has forms for plural ‘these bad habits’. In ‘We are

very good in take care’, the verb ‘to care’ should have been in its Ing-form, as it is

required by the preposition ‘in’, ‘to be very good in’: ‘We are very good in taking

care’. In the phrase ‘ considered being inferiors’, the adjective ‘inferior’ does not have

forms for plural, so the use is not correct, in ‘fear from the other’, the preposition

should have been used is ‘of’ and the noun ‘the other’ needs its plural form to

complete the meaning: ‘the fear of the others’.

There are some spelling mistakes: ‘prouve’ – prove, ‘Roumanian’ – Romanian,

‘gipsy’ – Gipsy.



AccuracyArgument



Essay number 20, at B2 level of performance in Written Production, shows the

student’s relatively high degree of grammatical control, without errors which cause

misunderstandings. He/she uses a limited number of cohesive devices which link the

sentences into a coherent text, has a sufficient range of language to be able to express

his/ her point of view, using some complex sentence to do so.

There are just few errors: in the phrase - ‘Fear and ignorance are two from the

multiple reasons’, the correct preposition is ‘of’: ‘two of the multiple reasons’; in

‘This is subject very interesting’, the topic is not correct because the adjective is

placed before the noun: ‘ This is a very interesting subject’; in ‘each rase has her own

world’, the correct possessive adjective for an inanimate noun is ‘its’; ‘ each race has

46

its own world’; in ‘white people has for gipsys’, the student might have used the noun

‘people’ with the meaning of ‘race’ to have the predicate in singular, otherwise it

should have had the verb in plural near it: ‘white people have for Gypsies’; in the

phrase ‘very cunnings’, the adjective ‘cunning’ does not have forms for plural, so the

use is not correct; spelling errors: ‘doze’ – dose, ‘rase’ – race, ‘gipsys’ – Gipsies.



AccuracyArgument



Essay number 21 attains the Overall level of performance in Writing production

B1. The vocabulary is adequate to express the ideas which develop the argument,

giving reasons in support for student’s point of view. The linking elements are simple:

‘and’, ‘but’, creating a connected, linear text.

The students uses simple structures correctly, but sometimes makes mistakes: in

the phrase: ‘after some stupid people committed crimes or rapes they were sended

home’, there are two mistakes: the tense of the verb (in the context it is better to use

Present Perfect) and the Past Participle form of the verb ‘to send’ : ‘ after some stupid

people have committed crimes or rapes, they have been sent home’; in the sentence: ‘

They are known from their nationality, from their habits’, the correct preposition is

‘for’ – ‘they are known for their nationality, for their habits’ and spelling errors:

‘gipsies’ – Gipsies, ‘heatred’ – hatred.



AccuracyArgument


WritingB1 A2+ B1 B1 B1

In general, from the grammatical point of view, the student number 22 uses

grammatical structures correctly. The text shows discrete elements of connection:’

but’, ‘and’, ‘for example’. Although the essay is short the vocabulary permits the

47

student to express his ideas using well selected words. In the sentence: ‘But not only

the Americans do like this, but also the other nations’, the second conjunction is not

necessary; and in ’black people were considered as slaves’, the preposition ‘as’ is not

needed near the verb ‘to consider’, so it would have been correct to write: ‘black

people were considered slaves’ or ’black people were seen as slaves’, in order to keep

the preposition.

Essay analysis Student number 23Firstly, I must mention the fact that this topic is discussed more and more nowadays and also

many people argue and spend a lot of time in order to solve this problem.Secondly, I want to say that this problem appeared not only in everyday life, but even in

books, many novelists talked and presented in their books the fact that the members of the community haven’t so good relationships with the others, strangers or not only with them.

In addition of it we must understand that a good relationship between the members of a community depends on the capacity of people to be more tolerant, to understand the fact that we can’t be all in the same way, to have the same idea, ideals and purposes.

Fear and ignorance are two causes of racial hatred because people aren’t educated, in the sense that they don’t know how to create harmony and accept the others’ defects and try to be opened to their problems. This situation regards more and more the strangers that go in another country, who are looked as gipsy people, or those who make problems, who steal, who, who do all bad things, even it isn’t so. An example of fear and ignorance refers to gipsy people because anyone who hear about them has a strange reaction and says that they are bad people, non-educated, who make many problems and our country must be ashamed off them.

Fear and ignorance are two ways of create many problems because we must learn how to disolve this status of human being: of being judged because the fact that he is American, or Chinese or gipsy because the differences are not so important. The most important thing is to show that you can live in good relations with the world, no matter their past events, of what they are judged. This implies the concept of otherization, we must learn not to judged everyone about their origins, skin, richness or something else that isn’t relevant.

In conclusion, if this two concepts: fear and ignorance didn’t exist the relation between human beings would be more plesant. We can surpass this situation only with our help, trying to understand people’s problems, to educate them and help the entire world to be warmly regarding their relationships, to facilitate a good communication and to cooperate.


AccuracyArgument


WritingB1+ B2 A2 B1 B1

Student number 23 wrote as essay of B1 level of performance in written

Production because he/she has enough language to make his/her point of view

understood, the grammatical patterns are accurate, although sometimes he/she makes

mistakes: in the phrase ‘accept the others’ defects’, instead of the noun ‘defect’ which

48

means ‘an imperfection that impairs worth or utility’, I would have used the noun

‘shortcoming’. In ‘try to be opened’ and ‘to be warmly regarding’ the copulative

predication requires as a subject complement an adjective, in this case the correct one

are ‘try to be open’ and ‘to be warm regarding’.

In the phrase ‘two ways of create’, it is needed a noun after the preposition ‘of’:

‘two ways of creating’; in ‘you can live in good relations with the world’, it is better

to use the noun ‘people’ instead of ‘world’ and another verb: ‘you can have good

relations with other people’; the phrase ‘no matter their past events, of what they are

judged’ needs a rephrasing: ‘ their past events, they are being judged for’. In the

phrase ‘this two concepts’, the determiner ‘this’ has to be used with its plural form:

‘these two concepts’.

Essay analysis Student number 24 This assertion is indeed true, because sometimes we people refuse to get to know some

others, considered to be inferior to us. These people are the victims of our ignorance and during the course of years we have put them a certain etiquete and they are incapable of changing our feelings about them.

Let us take the example of the rroms. They are viewed as thievs but that is only a generalized opinion. A certain person stole something and those around him/her have the tendance to bring this isolated fact to an incredible extent.


AccuracyArgument


WritingA2 A2 A2 B1 A2+

This essay is the simplest essay of all, attaining only A2+ level of performance in Writing Production, with basic connectors, simple argument, grammatical patterns and poor vocabulary. There are some mistakes: ‘put them a certain etiquete’ which means: ‘the conduct or procedure required by good breeding or prescribed by authority to be observed in social or official life’, the student should have used the noun ‘label’: ‘put them a certain label’; in the phrase ‘they are viewed as thievs‘, the student wanted to say: ‘they are seen as thieves’; spelling mistakes: ; ‘rroms’ – Rroms, ‘thievs’ – thieves.



AccuracyArgument


Writing

49

B1+ B1 B1 B1 B1

Essay number 25 attained the Overall level of performance in Writing Production

B1. The vocabulary is sufficient to express the ideas which develop the argument,

giving reasons in support for student’s point of view. The linking elements are simple:

‘and’, ‘but’, creating a connected, linear text.

The student used simple structures correctly, but sometimes made mistakes: in

the phrase ‘These conflicts have been grown the same time with man’s existence’, the

form of verb is not correct, the Presents Tense Continuous form is ‘have been

growing’, but in the context the Perfect Simple is better to be used: ‘have grown the

same time’; in the phrase ‘in European mind was developed a sentiment of hate’, it is

correct to use Past Tense Simple for the verb ‘to develop’, ‘was developed’ is the

form for Passive Voice where a certain person performs the action; in the phrase

‘which has been continued in our days’, the tense of the verb and the adverbial are not

correct, the right variant is: ‘which has continued so far’; another error is in ‘much

feelings’, the plural form for ‘much’ is ‘many’; in the phrase ‘as being inferiority’ the

subject complement should be an adjective, not a noun: ‘as being inferior’; in ‘some

threatened situations’ the correct adjective is ‘threatening’.

The ‘false friend’ ‘providence’, which means ‘divine guidance or care’ is used

instead of the nouns ‘source’ or ‘origin’ in the phrase ‘we can appreciate or not a man

after his providence’; in ‘History past has’ the adjective should be placed before the

noun: ‘Past history has’; in the phrase ‘has an important impact in one thought’, I

suppose the student wanted to say ‘in one thing’ although a better noun in the context

is ‘issue’.



AccuracyArgument



50

Essay number 26 reaches the Overall level of performance in Writing production

B1. The vocabulary is proper to express the ideas which enlarge upon the argument.

The linking elements are limited: ‘and’, ‘but’, ‘furthermore’ creating a connected,

linear text.

The student uses simple structures correctly, but sometimes makes errors: in the

sentence ‘everybody is trying to demonstrate their superiority’, it is correct to say:

‘everybody is trying to demonstrate his/her superiority’ because the pronoun

‘everybody’, which means ‘every person’, requires the verb and determiners in

singular.

In the phrase ‘We don’t want to know anything about the other’, the definite

article is not correctly used, because in the context it is talked about other people in

general, not about somebody the student mentioned before in the text, so I would

rephrase: “We don’t want to know anything about others/ other people’.

Essay Student number 27Racial harted is present all over the world and there will always be as long as we accept it.From my point of view we can expand the causes of rasial hatred to violence, education,

nationality and others.In Romania for example there is a rasial hatred between romanian people and gipsies, not

only of phisical aspect but also of fear that gipsies can become dangerous when they feel threatnes by the others. But this can be true for each and every one of us when we feel threatened by a thing or by somebody.

A better example would be the present situation that Italy has to face: gipsies are committing crimes there and italians think that a gipsy is equal to a romanian. Although we speak the same language we are not the same nation as them. Because of their behaviour romanian people has to face political problems thet were not present until their movement there and in another countries.

Why do they want to consider the romanian nation ignorant and fierce? Because gipsies had the “ability” a build a wrong image of Romania.

What do you think when you say FEAR, IGNORANCE?Many people are afraid to express their opinion on rasial hatred, they think it is better to feel

ignorant just because they feel fear.Even in the 21st century Racial Heatred is a taboo issue. How can we solve the situation?A suitable solution would be education, after all we are all human beings. It doesn’t matter if

we are black or white, rich or poor, sick or healthy, young or old, stupid or clever, beautiful or ugly.

We should respect each member of the society because this is a way to respect ourselves. I’m sure there were made studies on this issue, maybe there are organizations which are

trying to bring peace among nations but fear and ignorance would not disappear if we don’t do something about it.

The black President of the USA is a suitable example here. He proved to be a loyal citizen

51

for his country although he is black.All in all the racial hatred should concern each and every one of us if we want a better future

for the generations that are about to come.


AccuracyArgument



In an example for B2 level of performance in Written Production, the student

number 27 wrote clearly, detailed and has sufficient language to express his /her

viewpoints, using some complex sentence forms. The student used a limited number

of cohesive devices to link his/her sentences into a coherent text, showed a high

degree of grammatical control, making some errors, which does not cause

misunderstanding: in the sentence ‘I’m sure there were made studies’ it is correct to

use the Perfect tense, instead of Past Tense: ‘I’m sure there have been made studies’

and spelling errors: ‘romanian’ – Romanian, ‘italians’ – Italians, ‘gipsies’ – Gipsies,

‘rasial’ – racial.

Although our first claim was that, by the end of university, a FL learner should

attain C1 or at least B2+, we notice that half of the tested students reached only B1.

Written Production Level of Performance Percent %A2+ 11.1B1 48.1

B1+ 11.1B2 14.8

B2+ 3.7C1 11.1C2 ---

The reasons for this result can be found in the reality that any student can study at

the Faculty of Letters, even those who haven’t studied English elaborately during

high-school, because the process of admission doesn’t include a serious English

Literature and Grammar examination anymore, like it used to do, a few years ago.

As a student in the last year of study, I cannot blame the professors for these

results of the students’ assessment. Unfortunately, our professors have to teach

students who have never studied English before university, in too few hours of 52

course, especially in the case of the students who are registered in Distance Learning

University Courses.

3.2. TARGET LEVELS OF PERFORMANCE IN ENGLISH and

FRENCH CURRICULUM

In Romanian universities, in the Faculties of Letters, specialisation “Foreign

languages and literatures” or “Romanian language and literature and Foreign

language and literature”, students study foreign languages also in the Practical

Course, during three years of study, six semesters totally.

The analysis of English and French curricula will be carried out correlating its

objectives to CEFR performance descriptors, in order to establish the target level of

Practical English Course curricula in universities, specialisation – Foreign Languages.

As students’ target level of performance should have reached B2, in the 12 th

grade, our third claim is that, at the end of their university studies, students of

faculties of Foreign Language should attain language level of performance C2, in

Writing, Listening, Reading and Grammar.

3.2.1. Target Level of Performance in English curricula

Analysing English curricula during the three years of study, we notice that the

same objectives are mentioned every year, every semester and these objectives are:

developing skills for reading, writing, speaking, listening;

developing complex translation, reading, communication (oral) competences;

developing competences to perform work tasks;

developing skills for understanding and analysing increased difficulty texts;

providing a variety of types of texts;

53

increasing stylistic awareness(select appropriate written or oral language for a

wide range of situations and communicative purposes);

ensuring gradual transition from a dependent on the learning style from a

professor to an independent style;

directing the interests of students towards issues of culture.

The high level of generality in formulating the objectives doesn’t allow us to

correlate them to certain European level of performance. There are a few differences

at topics level, communicative strategies, lexical and grammatical items, different

types of texts; all these and the themes correspond to some descriptors of

performance.

The English curricula contains in the first semester the following topics:

Communication (metaphorical language: formal/informal register, forming words:

adjectives and nouns, synonyms), Future (expression about weather, vocabulary

related to starting and ending), Health (specific vocabulary (body parts, diseases

names, words that can be confounded: stimulus/stimulant, treat/cure/heal), Food

(complex verbs: bring, come, run, take), Hobbies (specific vocabulary and partial

synonyms: travel, trip, journey, voyage; negative prefixes and suffixes: mis-, dis-,

un-, in-, -ful, -less), Travelling ( complex verbs with “up” and “down”, expressions

with: play, run, look, catch) , which reach Lexical Range level of performance - B1

and Mass Media which reach B2.

Speaking about the Grammatical Accuracy level of performance we can

consider that it attains B2, although it is difficult to establish exactly this level

because of the generality of the topics: tenses recapitulation means of expressing

future tense, modal verbs recapitulation, passive voice, get/have, causative, verbs

used in passive voice, types of conditionals, subjunctive, verbs: wishes, regrets, if

only, noun and article – countable and uncountable nouns, male/female, partitives.

In the second semester students study topics, reaching B2 level of

performance, like: People and Places , Shopping (expressions about money, common

phrases with “all, both, the whole, neither, either, no, none, one(s), another, other, one

54

another, each other, much, any, a few”), Books (words and expressions related to

communication and interpretation: trot out, but in, a slanging match; partial

synonyms, phrases with “book”), Entertainment (nouns from complex verbs,

reference words and phrases), Fashion (participle and infinitival phrases, suffixing,

complex verbs with “on”), Sports (phrases with “time”, fix and open collocations),

Interview (recapitulation: formal/informal register, complex verbs, collocations,

idiomatic expressions).

The grammar topics studied in the second semester are, again, too general to

be correlated to European descriptors of performance : adjectives and adverbs,

degrees of comparison; emphasis, stress, cleft sentences, determiners and pronouns,

continuous tense aspect, direct and indirect speech, relative clauses, gerund, present

participle, infinitive.

In these two semesters of study, the curricula content is based on grammar

notions but the examination emphasizes skills: Reading (reading comprehension,

jigsaw, multiple choice, true/false), Listening (fill in, true/false, understanding the

gist/the topic/opinion), Writing (review, argument, task-based composition, essay)

and Speaking (describing pictures, comparing pictures, arguing, debating).

In the third semester the English curricula brings the next topics: Reading and

discussing (during this stage, students will develop the competence of understanding

and talking on the basis of a written text, in the same time reviewing grammar notions

concerning the Past tense ( by narration, story), Thematic discussions (students will

express ideas freely, on the basis of topics suggested by professor, reviewing

vocabulary notions: synonyms, antonyms, compound words, homophones), Scanning

and skimming (developing students’ capability of scanning a text at first sight and of

reproducing the main ideas, summing up grammar notions; Reading for the gist

(developing the competence of understanding the main idea in an oral or written text,

summing up grammar notions regarding the subjunctive and the indicative tenses);

Project oral presentation (developing students’ competences of speaking correctly

and coherently, summing up the already assimilated grammar notions); Group

55

working (developing the competence of speaking correctly, of uttering ideas relevant

for the topic, of working in a team).

We can correlate all these topics to levels of performance: if we talk about

Reading for orientation competence, the topics attain B2; if we refer to Overall

reading comprehension level, the topics reach B2 and if we analyse Overall spoken

interaction, they attain B2 level of performance. The Grammatical accuracy level

doesn’t change, remaining at the same B2 level of performance.

In the fourth semester the topics for study are: Guided tour: listening and

filling in missing information (summing up notions from the previous semester, by

listening cassettes and speaking, emphasising grammar notions: sequence of tenses,

indicative vs. subjunctive and vocabulary: homophones and homographs), Writing

reports (developing students’ competence of writing coherently and correctly, using

verbal information (short interactive presentations) or audio-video support, studying

grammar notions: narrative tenses and character adjectives, compound nouns),

Listening: identifying attitude and evaluating performance (testing students’

competence of reproducing recorded fragments correctly and coherently and of

writing opinions about the subject, grammar notions: active and passive voice, formal

and informal style), Stimulation (Role playing) (developing students’ competence of

performing different roles, using information from the professor, of describing

actions correctly and coherently, grammar notions: relative clauses, vocabulary:

different linguistic styles – formal, informal, slang), Listening for the gist (developing

students’ competence of synthesizing the essential from a listened fragment and of

writing about the subject, grammar notions will also aim at: reported speech, verb

patterns (transitive and intransitive), forming words (suffixes, prefixes), Discursive

vs. descriptive writing (writing the two types of essays, grammar notion: phrasal

verbs, prepositional verbs and phrasal-prepositional verbs, idiomatic language.

The level of performance of Listening comprehension of the topics is C1, the

level of performance of Overall Written production is B2.

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During the fifth semester the studied topics are: Writing – Business letters,

memos, E-mails (writing letters and e-mails), Writing – CVs, Cover letters (writing

Curriculum Vitae and letter of intention), Listening for the gist (developing the

students’ competence of getting the main idea from a text in audio format), Listening

and Writing (making a written summary after listening to a text in audio format or

remembering and writing as much information as possible), Intensive Reading

( extracting details from a text), Extensive Reading (synthesizing information from a

text, extracting the main idea), Writing - Translation of Business English texts

( assimilating specific words from economic and administrative field, translating

texts using these words).

For these topics the Overall Writing Production level of performance is C1 and

the Listening Comprehension level is C1.

In the last semester the English curricula is based on Speaking study, maybe

because students have to present their licence paper in front of the professors and the

topics are: Speaking – interviewing (speaking English and coping with an interview,

in order to get a job), Listening and Speaking (understanding and processing

information in audio format, answering questions or debating), Public speaking

(making a public presentation , aiming at the coherence in speaking), Live translation

(making consecutive translations) and Reading and Speaking (understanding ideas in

a text and discussing about them), that is why the Overall Spoken Production level of

performance is C1.

3.2.2 Target Level of Performance in French Curriculum

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In the case of the French curricula in universities, the objectives are not

specific, during four semesters (I-IV), there are no topics and the objectives are the

same, namely:

knowing and understanding properly notions of language, culture, civilization

and communication, according to a well established technique, in oral and

written code in French;

explaining and interpreting notions of language, culture, civilization and

communication regarding lexical, grammatical content, oral and written

communication;

acquire practical techniques for vocabulary, grammatical content, for written

and oral communication;

developing a complex of behaviours and positive, responsible attitudes

towards the effective practice of the French language, promoting a system of

cultural, moral and civic values;

approaching, understanding a text: text reformulation, connectors, vocabulary

elements about personal life;

approaching, understanding a text: listening exercises for a partial / total

understanding of some elements of civilization in personal life domain, filling

in the blanks with appropriate words from the listening text;

understanding and interpretation of some elements of lexicon and vocabulary

about personal life;

acquire practical techniques of using vocabulary and of using dictionary in

personal life domain;

explaining and analysing grammatical elements in oral and written

communication, what is correct / incorrect and proper language in a certain

context;

learning grammar notions: transformations, choosing the correct variant from

multiple choices, complete the sentences, filling in dialogues;

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acquiring and applying language skills and using correctly grammatical

structures in different contexts;

understanding and explaining techniques of oral and written communication,

elements of civilization and culture in personal life domain;

oral communication exercises: reading a text, understanding;

oral communication exercises: reading images, dialogue, conversation,

interview, debate;

exercises for written communication: paragraph, transforming a complex

sentence in a simple sentence;

exercises for written communication: summary, essay, review, synthesis;

exercises for written communication: personal correspondence, CV, email,

report;

literary translation and simultaneous translation.

The Overall Writing Production level of performance is C1, the Listening

Comprehension level is C1, the Overall Spoken Production level of performance is

C1, the Overall Reading Comprehension level is B2 and the Grammatical Accuracy

level is B2+.

In the last two semesters the French curricula focuses on specialised texts: types

of texts in the professional life domain and types of articles in newspapers,

magazines, specialised magazines:

Economic - administrative text:

- functional elements: business correspondence (business letters, applications –

offer application, information application, offer, presentation catalogue, CV),

- vocabulary: testing and memorizing techniques, types of connectors, specific

phrases for economic language, reformulating text, lexical exercises : filling in

blanks with suitable words,

- reading competences: finding specific structural and information elements;

types of texts: descriptive, explanatory, argumentative, persuasive,

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- written competences: business correspondence, exercises of writing texts,

logically organised, writing texts as replies to letters, denunciation,

advertising,

- Oral communication competences: developing understanding, speaking

competences by memorizing and testing techniques, listening to fragments for

partial and total understanding of a text, filling in blanks with words from the

listened text, filling in a table with information from the listened text,

simulating activities in economic, commercial, business field, ways of oral

communication: argument, negotiation, mediation.

- techniques of translating economic, administrative, legal texts.

In the last semester, it is added a topic about “press articles”:

make a thorough study of different types of specialized communication in

press domain,

writing competences: learning the technique of writing a text about news in

brief, events, advertisements, specialized texts – advertising texts,

vocabulary: advertising discourse - analysing visual, audio, printed texts,

writing advertising text,

speaking competences: discursive strategies: descriptive, explanatory,

persuasive texts.

For the topics in the last year of studying French in university, the Overall Writing

Production level of performance is C1, the Listening Comprehension level is C1, the

Overall Spoken Production level of performance is C1, the Overall Reading

Comprehension level is C1 and the Grammatical Accuracy level is C1.

In both cases: teaching English and French at university, there are no manuals,

professors have to buy their own books, they bring all teaching aids and decide what

is best for their students to learn.

At university, professors shouldn’t teach English, like they do it in the case of

beginners, they are supposed to specialize students in Linguistics, Writing, academic

vocabulary and grammar, but we found out, after testing students’ written level of

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performance, in the last semester of study, that their level of knowledge determines

professors to teach verbal tenses, conditional clauses and simple notions till the last

year at university.

CHAPTER IV RESTRUCTURING ENGLISH

CURRICULUM IN HIGHER EDUCATION

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4.1 Linguistic Diversification and the Curriculum

Talking about “Plurilingual competences”, we take into consideration one

individual’s ability to use different languages for communication and intercultural

interaction, having varied degrees of proficiency in studying several languages and

cultures.

When planning the English curriculum, teachers emphasize on the

construction and development of competences (individual’s general competences at

primary school or communicative language competence for pupils between 11 and

16) and on optimal preparation for activities concerned with functioning in a specific

context, formulating objectives in terms of specific language activities or of

functional abilities in a particular domain.

Planning English curriculum to the Common European Framework of

Reference means that teachers relate to three principles:

- deciding curriculum should be accomplished remembering the overall

objective of promoting plurilingualism and linguistic diversity, namely

teaching and learning one language must be analysed in relation with the

provision for other languages and the development of different language skills,

- teaching several languages can be possible if it is taken into account the cost

efficiency of the system, to avoid unnecessary repetition and to sustain the

economies and the transfer of skills that linguistic diversity facilitates,

- the measures taken and the premises concerning the curriculum should be

dealt with forethinking of a general language education, in which linguistic

knowledge, skills and the ability to learn have an important role, not just in

learning one language, but they help in the whole process of assimilating

several foreign languages.

During the process of learning more than one foreign language, knowledge

and skills may be transferred not only between “related” languages. When one student

learns a foreign language, all his/her knowledge is partial incomplete in comparison

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with a native speaker and he/she does not ever have equal mastery in the different

parts of the language (oral or written skills, comprehension).

Assimilating one language, students have much knowledge about other

languages, without being aware of this reality and only later, while learning other

languages, students activate this hidden knowledge.

In designing its objectives, a curriculum can lay stress upon on skills (general

competences of the individual learner), on sociolinguistic components

(communicative language competence), on comprehension or on strategies, so the

aims may be various, depending on context, target group, level, tradition and

education system and taking into consideration sociological, linguistic, psychological

and pedagogical factors.

Nowadays, teachers moved away from the grammatical syllabus to a

functional syllabus, which considers the communicative needs of the learner more

important, so an English course should be designed to support development of all

language skills and abilities.

4.2 A model of English Curriculum for Practical English Course,

Faculties of Letters

According to our claim, that, at the end of the studies, after having studied for

six semesters the English Practical Course, at University of Letters, Specialization –

Foreign Languages, a student should attain C1 level of performance in studying

English language. The research proved that only 11.1 % reached C1 in written

production, so the English curriculum has to be reorganized and improved. That is

why I propose a model of curriculum for the English Practical Course.

I chose the specific competences the students should develop, studying scales

for C1 levels of performance, in the Manual for Relating Language Examinations to

the Common European Framework of Reference for Languages: Learning, Teaching,

Assessment : ‘Oral Assessment Criteria Grid’, ‘Written Assessment Criteria Grid’,

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‘Relevant Qualitative Factors for Production’ , ‘Relevant Qualitative Factors for

Spoken Interaction’, ‘Relevant Qualitative Factors for Reception’.

Course: English Language – Practical Course 6

Year and semester: 3rd year, 2nd semester

Compulsory course

General competences1. Decoding oral or written messages, in various situational contexts2. Producing oral and written messages, in various contexts of communication3. Achieving interaction through oral and written communication4. Transfer and mediation of oral or written messages, in various situational

contexts

1. Decoding oral or written messages, in various situational contexts

Specific Competences Content understand in detail lengthy, complex texts, whether

or not they relate to his/her own area of speciality, provided he/she can reread difficult sections.

Understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar.

Recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.

follow extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly,

follow most lectures, discussions and debates with relative ease,

extract specific information from poor quality public announcements,

understand complex technical information, such as operating instructions, specifications for familiar products and services,

understand a wide range of recorded audio material, including some nonstandard language, and identify finer points of detail, including implicit attitudes and relationships between speakers.

recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may,

Listening: Live listening, Intensive listening (story-telling, interviews, conversation, ), Listening for the gist, Listening for specific information, Listening for detailed information, Predicting,Reading: Reading for gist (skimming), Reading to extract detailed information, Reading to extract specific information (scanning), Predicting,

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however, need to confirm occasional details, especially if the accent is unfamiliar,

follow films employing a considerable degree of slang and idiomatic usage,

understand elaborate descriptions and narratives, recognizing sub-themes, and points of emphasis,

understand precisely the qualifications in opinions and statements that relate to degrees of, for example, certainty/uncertainty, belief/doubt, likelihood etc.

2. Producing oral and written messages in various contexts of communication

Specific Competences Content express him/herself fluently and spontaneously, almost

effortlessly, have a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions, with a smooth flow of language,

show fluent, spontaneous expression in clear, well-structured speech,

give clear, detailed descriptions of complex subjects, with a high degree of accuracy,

have a good command of a broad range of language allowing him/her to select a formulation to express him/herself clearly in inappropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say,

consistently maintain a high degree of grammatical accuracy; with rare errors, difficult to spot and generally corrected when they do occur,

be able to select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skillfully to those of other speakers,

be able to produce clear, smoothly flowing, well-structured speech, showing controlled use of organizational patterns, connectors and cohesive devices,

give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion,

backtrack when he/she encounters a difficulty and reformulate what he/she wants to say without fully interrupting the flow of speech,

write clear, detailed, well-structured and developed descriptions and imaginative texts in a mostly assured, personal, natural style appropriate to the reader in

Speaking: Information gap, Discussions: Reaching a consensus, Moral dilemma, Discussions involving opinion, Debates, Spontaneous conversation, Role –play, Problem solving, Discussions about jobs.

Writing: Essay writing, Cv, Letter of intention, Reports, Advertisements, Brochures,

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mind, write texts of complex subjects, underline the relevant

salient issues, expand and support points of view at some length with subsidiary points, reasons and relevant examples, and round off with an appropriate conclusion.

have a good command of a broad range of language allowing him/her to select a formulation to express him/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. The flexibility in style and tone is somewhat limited,

maintain a high degree of grammatical accuracy; occasional errors in grammar, collocations and idioms.

3. Achieving interaction through oral and written communication

Specific Competences Content understand language effectively for social purposes,

including emotional, allusive and joking usage, keep up with an animated conversation between

native speakers, be skilled at using contextual, grammatical and

lexical cues to infer attitude, mood and intentions and anticipate what will come next,

produce clear, smoothly flowing, well-structured answer texts, showing controlled use of organizational patterns, connectors and cohesive devices.

Discussions: Reaching a consensus, Moral dilemma, Discussions involving opinion, Debates, Spontaneous conversation, Role –play, Problem solving, Discussions about jobs, Expressing agreement/disagreement, Offering information.Writing informal letters, questionnaires.

4. Transfer and mediation of oral or written messages, in various situational contexts

Specific Competences Content summarize long, demanding texts, transform messages from different domains, from

Direct Speech into Indirect Speech, rephrase ideas from a dialogue, by means of a more

complex speech, translate varied types of English texts into Romanian,

using or not a dictionary.

Direct / Indirect Speech,Techniques of using a dictionary,

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Thematic Domain of the Practical Course:1. Personal and professional life ( interhuman relations, food, education, leisure

time)2. Aspect related to professions and professional future3. Contemporary world (social, economic, political, historical, ecologic, technical

aspects, strategies of resources management)4. Democracy, civic duties, human rights,5. Mass – media6. Cultural aspects (literature, movies, music, architecture)7. Texts from various domains, from English-language literature

Grammar Notions:

The Noun Gender, number, case

The AdjectiveClassification of adjectives, adjective building, usage of adjectives, modification of/by adjectives, adjectives and other word-classes, degrees of comparison

The ArticleIndefinite article, nouns that have an unstable relation to the article, zero article ,definite article,

The PronounPersonal pronouns, indefinite pronouns, 'self-pronouns, reciprocal pronouns, demonstrative pronouns, interrogative pronouns, relative pronouns, possessive pronouns.

The NumeralCardinals, ordinals, fractions, collective numbers, concord with the verb, expressions with numerals, punctuation marks and other special signs, multiplicative/distributive.

The VerbTypes of verbs: auxiliaries, modal verbs, regular and irregular verbs, troublesome verbs, phrasal verbs, agreement of verb and other word classes, verbal forms, tenses, voice, mood, aspect, non-finite verbal forms

The AdverbTypes of adverbs, modification of/by adverbs, comparison of adverbsadverbs and adjectives

Subordinate ClausesDirect object clauses and the sequence of tenses , clauses of place, time and manner , if-clauses , clauses of purpose, clauses of result, clauses of concession , clauses of contrast, exception and sentential relative clauses, clauses of reason and comparison.

Direct and Indirect Speech

Direct speech, indirect speech, free indirect speech.

CONCLUSIONS

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In conclusion, for a good system of teaching foreign languages I think it is

advisable for all teachers to attend specialized courses where to learn about

multilingualism, new European documents and regulations which promote linguistic

diversification and give clear directives in designing the process of teaching.

The Common European Framework of Reference and the Manual for relating

Language Examinations to the Common European Framework of Reference will be

perfect tools for professors when designing curriculum, syllabus, daily lesson plans

and pupils’ knowledge assessment.

The most important is for all professors who teach foreign languages to learn

from the Manual for relating Language Examinations to the Common European

Framework of Reference the four sets of procedures, which the users must follow

exactly, with the purpose of achieving a correct system of relating: familiarisation,

the beginning of the process, when we have to study thoroughly CEFR and its scale of

descriptors for each skill; specification, which means showing to what extent the

examination covers the categories and the levels of CEFR (describing the

examination according to a control list in order to prove its consistency and stability

(internal validation), then, analysing the subject matter of the examination, by

comparison with the categories and the levels of CEFR); standardisation confirms the

CEFR level of examination resulted from specification (getting accustomed to

working with standardised samples for productive skills and with tasks, already

settled, for reception and grammar competences; after getting accustomed,

standardising samples of local tests for each type of skill); empirical validation

employs quantitative procedures based on collecting and analysing data, with the

view to confirm the level obtained as a result of specification and standardisation.

The area of research of the paper referred to the target levels of performance in

English curricula in the case of 8th and 12th pupils and their real levels of performance

in studying English. The research showed that the real level of knowledge in English,

is different of the target level of performance and the data proved the importance of

the number of hours of study in class. The percentage of pupils who are closer to the

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target level is higher for pupils who study English intensively or in bilingual classes:

although the target level of performance for the 8-th grade (FL1), according to the

curricular prescriptions, was B1+ in Reception and B1 in production, we noticed that

only 63% of the testees reached A2 for Reading comprehension competences and

only 8% have attained B1 in Written productive skills and the 8-th graduates FL2,

though, the testees should have reached A2+ in Reception and A2+ in Production,

only 60% of the pupils attained A2 in Reading and in Writing 7% of the testees

reached B1.

The same reality occurred in the case of 12th grade pupils: the curriculum

target levels of performance for FL2 are: B2 for Reception and B1 for Writing, while

69 % of testees attain only A1/B2 in Reading and in Writing they reach 27% - B1,

plus 12% -B2, for FL1 (foreign language 1) in Reading among those who study 1-2

hours/ week 54% attain only level A2/B1 and among those who study 3-4 hours/

week 28% attain level B1+, in Writing almost 1% of the pupils with 1-2 hours/ week

reach level C1 and 18% of the pupils with 3-4 hours/week reach level C1, while the

target level of Curricula was B2, in Listening - 22.8 % of the pupils who study 1-2

hours/ week, attain level B2 and among those who study 3-4 hours/ week 41% attain

level B2.

The conclusion is that, for better results in teaching English, the number of

hours of study, both for English as FL1 and as FL2, must be increased in national

syllabi.

The English and French Practical Course curricula I analysed indicated that

the objectives are far too general to be correlated to CEFR and that they are not

structured depending on the competences and skills the courses are supposed to

develop.

The few differences at topics level, communicative strategies, lexical and

grammatical items, the different types of texts and the themes in curricula correspond

to B2 and C1 descriptors of performance.

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At the Faculties of Letters, specialisation Foreign Languages I think it is

necessary to introduce a rigorous examination when students want to enrol for

studying at the university. At Petroleum and Gas University, there are only two

specialisations at the Faculty of Letters: Romanian Literature and Language &

English Literature and Language and English Literature and Language & French

Literature and Language, so that a student who wants to study Romanian Literature

and Language has no other choice but to study Romanian Literature and Language

together with English Literature and Language. For those who do not want to study a

foreign language, but Romanian Language and Literature, I suggest introducing the

study of other domain, such as: Communication, Bibliology and Pedagogy.

Also, a reason for the unsatisfactory results of the testing Written Competence

can be the few hours assigned to the Practical course, especially for the students

enrolled in Distance Learning System.

The results of testing students’ Written Competence in the last semester of

study, emphasized the students’ poor grounding in studying English: although, by the

end of the university a FL learner should have attained C1 or at least B2+, the

assessment of written competence, by analysing the essays written by students, with a

task which reaches C1 level of performance, according to Written Assessment

Criteria Grid, showed that only 11.1% of the testees attained C1 and 3.7 – B2+, while

48.1 % of the tested students reached B1, in Written Competence, the target level

performance of a 8th grade pupil.

Referring to the model of curriculum I wrote, its objectives, at C1 level of

performance, will be attained only if the students have B2 level of performance in

studying English, in the beginning of the university studies.

The objectives of any foreign language curriculum should take into

consideration the general competences the students are to develop: decoding oral or

written messages, in various situational contexts; producing oral and written

messages, in various contexts of communication; achieving interaction through oral

and written communication and transfer and mediation of oral or written messages, in

70

various situational contexts. Also, the skills and subskills the students form during

English classes are significant: Listening: Intensive listening (story-telling,

interviews, conversation, ), Listening for the gist, Listening for specific information,

Listening for detailed information, Predicting, Reading: Reading for gist (skimming),

Reading to extract detailed information, Reading to extract specific information

(scanning), Predicting, Speaking: Information gap, Discussions: Reaching a

consensus, Moral dilemma, Discussions involving opinion, Debates, Spontaneous

conversation, Role –play, Problem solving, Discussions about jobs, Writing:

‘Creative Writing’, ‘ Reports & Essays’.

We hope in time the teaching system will be improved and correlated to

European legislation, procedures and descriptors of performance, as it is not enough

to be in the European Union, it is preferable to rise to the level of old European

citizens on all accounts: political, cultural, linguistic, teaching system and human

rights.

BIBLIOGRAPHY

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Commission of the European Communities (2005) A New Framework Strategy for

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written productive competence in higher education 1

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common european languages

european documents

european regulations

european language portfolio

european communities

european year of languages

language learning

language examinations