The European Language Certificates Examiner Training Workshop

1. The European Language Certificates Examiner Training Workshop Designed by: Peter Kiefer und Geoff Tranter Weiterbildungs-Testsysteme GmbH

2. Programme 1. Introductions 2. The Task-Based Approach of the Certificates 3. The Consensus-Finding Scenario 4. Integrating Learning Objectives and Marking Criteria 5. Applying the Marking Criteria 6. Assessing an Oral Examination 7. Tips for Examiners 8. Letter-Marking

3. Introductions 1 How well do you know the other people attending this workshop?

4. Introductions TASK: Approach another person attending this workshop that you have never (hardly) met or spoken to before. Try and find out as much as possible about this person: - their name(s), - where they live, - where they come from, - where they teach, - their teaching experience, - their experience with tests, - why they like teaching, - their approach to tests. Only ask for information that you do not know. Prepare to introduce your partner to the rest of the group.

5. The Task-Based Approach 2 The task-based approach of the European Language Certificates - or: ... progressing from language functions to conversations ...

6. The Task-Based Approach TASK: 1. Discuss the following questions:  How much information were you able to find out about your partner?  How did you find the conversation? 2. Now compare your conversation with the following dialogue. What differences are there?

7. Interaction or Interrogation? A: You’re Mr Thompson, aren’t you? B: Yes, I am. A: Did you have to wait a long time? B: No. A: Where do you live? B: Here in ... . A: Why have you been learning English? B: Just for fun. A: Is English your first language? B: Yes, it is. A: Why are you taking the Certificate examination? B: Don’t know. How realistic is this “dialogue”?

8. Language Functions The Learning Objectives of the old VHS/ICC-Certificate incorporated a list of language functions for the purpose of communication, e.g.: • requesting • A: Can I ..............? • B: Yes, of course.

9. Language Functions Can this be considered a realistic dialogue? “Can I borrow your credit card?” “Yes, of course.”

10. Tasks and Scenarios As demonstrated by the following example taken from the Learning Objectives of TheEuropean Language Certificates, spoken communication involves far more language features than simply verbalising language functions on a cue-response basis. Scenarios require the use of a number of different language elements if the communicative aim is to be achieved effectively.

11. Tasks and Scenarios • The basic principle of • Authenticity • i.e. realistic use of language in all • aspects of the syllabus and - wherever • possible - in the test, leads to the key • concept of • Taskas the basis for the overall approach of • the European Language Certificates. Task

12. Task-Based Activities Tasks productive skills receptive skills Speaking Writing Listening Reading Interaction in everyday scenarios - letters - faxes - e-mails Understanding texts - for gist - for detail - selectively

13. Task-Based Activities Tasks productive skills receptive skills Speaking Writing Listening Reading Interaction in everyday scenarios, e.g. asking a favour - letters - faxes - e-mails Understanding texts - for gist - for detail - selectively

14. TASKS and SCENARIOS Please note! The following example is an authentic transcription of the scenario Favour-Seeking. The aim is to illustrate the typical language features of this scenario and NOT to provide a model for teaching purposes.

15. ScenarioFavour-Seeking Part 1 Chris: Hello Jozef. Jozef: Hello Chris. Could you do me a great favour? Chris: Yeah. Jozef: I'm going to book four cinema tickets on the phone and they need a credit card number ... could you give me your credit card number ... they only accept payment by credit card over the phone. Chris: Ah. Jozef: I telephoned there and they said they wouldn't do any reservations Chris: without a card. Jozef: Yes, and I could pay you back in cash. Chris: Sure ... Yes ... No problem at all.

16. ScenarioFavour-Seeking Part 2 Jozef: Yes. Chris: Mm ... I've got this one, which is an Access card. Jozef: And I just tell them your number. Chris: You tell them my number ... this one here. Jozef: And they tell me how much. Chris: That's right ... that's all ... that's my name there and that number. Jozef: Yes ... and I can settle it. Chris: Yes and bring it back when you're done. Jozef: Yeah ... I'll just telephone then. Chris: Right ... okay. Jozef: Thanks Chris. Chris: Cheers.

17. Scenario Analysis- Favour-Seeking - C: Hello Jozef. Opening Phase - Speech Act: Greeting J: Hello Chris ... could you do me a great Initiation Phase - Speech Act: Requesting favour? intensifier C: Yeah. J: I’m going to book four cinema tickets on the Justification Phase - “going to” phone and they need a credit card number ... Face-saving strategy could you give me your credit card number ... Elicitation Phase - Speech Act: Requesting they only accept payment by credit card over the phone C: Ah. Strategy: wait-and-see J: I telephoned there and they said they wouldn’t Justification Phase 2 - face-saving - do any reservations Reported speech C: without a card. Interpersonal strategy J: Yes and I could pay you back in cash Speech Act: offering C: Yes ... sure ... no problem at all.Response Phase Speech Act: granting a request

18. Scenario Analysis- Favour-Seeking - C: Hello Jozef. Opening Phase - Speech Act: Greeting J: Hello Chris ... could you do me a great Initiation Phase - Speech Act: Requesting favour? intensifier C: Yeah. J: I’m going to book four cinema tickets on the Justification Phase - “going to” phone and they need a credit card number ... Face-saving strategy could you give me your credit card number ...Elicitation Phase - Speech Act: Requesting they only accept payment by credit card over the phone C: Ah. Strategy: wait-and-see J: I telephoned there and they said they wouldn’t Justification Phase 2 - face-saving - do any reservations Reported speech C: without a card. Interpersonal strategy J: Yes and I could pay you back in cash Speech Act: offering C: Yes ... sure ... no problem at all.Response Phase Speech Act: granting a request

19. Scenario Analysis- Favour-Seeking - C: Hello Jozef Opening Phase - Speech Act: Greeting J: Hello Chris ... could you do me a great favour Initiation Phase - Speech Act: Requesting C: Yeah intensifier J: I‘m going to book four cinema tickets on the Justification Phase - “going to“ phone and they need a credit card number ... Face-saving strategy could you give me your credit card number ... Elicitation Phase - Speech Act: Requesting they only accept payment by credit card over the phone C: Ah Strategy: wait-and-see J: I telephoned there and they said they wouldn‘t Justification Phase 2 - face-saving - do any reservations Reported speech C: without a card Interpersonal strategy J: Yes and I could pay you back in cash Speech Act: offering C: Yes ... sure ... no problem at all Response Phase Speech Act: : granting a request ... could you give me your credit card number ... Yes ... sure ... no problem at all.

20. Scenario Overview -Favour-Seeking - A] Discourse Structure(cf. Language Functions) 1. Opening Phase Greeting as a framing device 2. Initiation Phase General request 3. Justification Phase Background information 4. Elicitation Phase The specific request 5. Response Phase Favour is granted / declined 6. Follow-up PhaseNegotiating/Confirming the procedure 7. Closing PhaseFarewell as a framing device

21. Scenario Analysis- Favour-Seeking - C: Hello Jozef. Opening Phase - Speech Act: Greeting J: Hello Chris ... could you do me a great Initiation Phase - Speech Act: Requesting favour? intensifier C: Yeah. J: I’m going to book four cinema tickets on the Justification Phase - “going to” phone and they need a credit card number ... Face-saving strategy could you give me your credit card number ... Elicitation Phase - Speech Act: Requesting they only accept payment by credit card over the phone C: Ah. Strategy: wait-and-see J: I telephoned there and they said they wouldn’t Justification Phase 2 - face-saving - do any reservations Reported speech C: without a card. Interpersonal strategy J: Yes and I could pay you back in cash Speech Act: offering C: Yes ... sure ... no problem at all. Response Phase Speech Act: granting a request

22. Scenarios Scenarios have: 1. a recognizable phase structure 2. recognizable language features

23. Scenario Overview Favour-Seeking Language Features • 1. Language Functions, e.g. • requesting • acceding to / declining requests • giving reasons • thanking, reacting to thanks • etc.

24. Scenario Overview Favour-Seeking Language Features • 2. Discourse strategies, e.g. • interpersonal strategies • face-saving strategies • politeness / indirectness strategies • question strategies • etc.

25. Scenario Overview Favour-Seeking Language Features • 3. Grammar, e.g. • Question Forms • Modals • Reported Speech • etc.

26. Scenario Overviews • Further details of the discourse structure and the typical language features of all scenarios that form the syllabus of the European Language Certificates can be found in • Section 2.2.2 Scenario Characteristics • of The European Language Certificates Learning Objectives brochure. • The language features listed there • describe the individual scenarios; • provide a basis for teaching materials, and • are the basis for the marking criteria.

27. List of Scenarios Yellow= oral scenarios only

28. Tasks and Scenarios Tasks and Scenarios apply at three levels: 1. Everyday Communication 2. Language Learning # in practical terms, i.e. teaching methods # in terms of learning objectives 3. Language Testing The type of test items

29. Consensus-Finding 3 The Consensus-Finding Scenario

30. Consensus-Finding TASK: Form groups of four. 2 people will take part in a conversation. 2 people will listen and observe.

31. Consensus-Finding Task Sheet for the Active Participants Situation: You and your partner are discussing the question of how to motivate adult language learners to take an examination. Look at the following possible reasons and factors and try to come to an agreement on two or three of the points that you both think are good arguments for trying to persuade your learners to take the new European Language Certificates Stage 2 Test. If you wish you can add one or two other possible reasons to the list. * Self-affirmation * Useful for the workplace * Tests help to provide a personal check on one’s progress * Useful for job applications * Proof of level of language competence * Improves self-discipline in the learning process * Proof of general level of education * Provides a basis for working abroad / in the target language country * Tests motivate to learn the foreign language for a longer period ot time * ...................................... First decide which you think are the major reasons and why. Then compare ideas with your partner and try to agree on two or three.

32. Consensus-Finding Task Sheet 1 for the Observers Note down: - the language functions, - the strategies, - the discourse markers, and - the grammar items used by the two active members of your group while completing the task.

33. Consensus-Finding Observer’s Task Sheet 2 The two active members of your group have have a list of possible reasons for taking exams (cf. below). Their task is to exchange ideas and to agree on two or three reasons they think are the most important. * Self-affirmation * Tests help to provide a personal check on one’s progress * Useful for the workplace * Useful for job applications * Proof of level of language competence * Improves self-discipline in the learning process * Proof of general level of education * Provides a basis for working abroad / in the target language country * Tests motivate to learn the foreign language for a longer period ot time * ....................................... The aim is to acheive a consensus on the arguments they would use to get their learners to take the European Language Certificates Stage 2 examination. Try to encourage continuity by moving them from one point to the next if necessary. They do not have to cover all the above reasons. If after five minutes they have achieved a consensus on three or four points, you can finish the task. If they find a real consensus after only two to three minutes, do not prolong the task.

34. Consensus-Finding Task Sheet for the Reporting Phase Observers - What language elements did you observe? - Did the two people have any problems? Active Members - What problems did you have during the task? - What action by the observers would have helped you to solve or avoid these problems?

35. Task-Based Activities • Communicative tasks, e.g. a consensus-finding activity planning an evening’s entertainment, integrate all aspects of language at various levels. • They ... • correspond to authentic everyday communication; • are realistic language activities for the classroom, based on the learning objectives in the syllabus; • test language competence in examinations.

36. Learning Objectives and Assessment 4 The Marking Criteria Integrating the syllabus, teaching methods, test activities and assessment

37. Marking Criteria Oral Examination The following criteria are applied to assess the candidates’ performance: 1. Expression 2. Task Management 3. Language 4. Pronunciation and Intonation Marks are given separately for each of the three parts of the test, as the candidates’ performance may vary from task to task.

38. Marking Criteria Oral Examination Examiners assess the performance of each candidate individually and not their joint performance.

39. Marking Criteria Oral Examination Criterion 1: Expression Assessment is based on the extent to which the language used (vocabulary and functional exponents) is appropriate to the task and the role relationship between the two candidates. Expression is:

40. Marking Criteria Oral Examination Criterion 2: Task Management Assessment is based on 1. The degree of active participation in the discourse; 2. The use of strategies (discourse strategies and, where necessary, compensation strategies); 3. Fluency. Task Management is:

41. Marking Criteria Oral Examination Criterion 3: Language Assessment is based on syntax and morphology. The candidate makes

42. Marking Criteria Oral Examination Criterion 4: Pronunciation and Intonation Assessment is based on pronunciation and intonation. Divergences from standard pronunciation and intonation

43. Marking Criteria Oral Examination All parts of the test are designed as Tasks, i.e. various Scenarios have to be performed using their typical features (cf. Section 2.2.2 of the Learning Specifications). Part 1: small talk (Scenario G), exchanging information (K) Part 2: reporting (J), exchanging information (K) discussing (M) Part 3: e.g. consensus-finding (L), persuading (C)

44. Oral Examination Tasks and Scenarios The oral examiner’s role is to ensure that the candidates avoid monologues and produce a dialogue in which both are actively are involved. In all parts of the oral examination, the important criterion is the extent to which Scenarios are produced with the correct interactional patterns.

45. Oral Examination Tasks and Scenarios In courses preparing for the examination, it is important that candidates understand the interactive character of the tasks. If the oral examination produces monologues instead of the intended interaction between the two candidates, the examiners must intervene and explain what is required. Cf. Section 7) Examiner Behaviour

46. Marking Criteria and Language Teaching The marking criteria reveal important principles for language teaching in the classroom. For example:To achieve a high mark on Criterion 2, candidates need to have learned how to: - use checking questions, - to structure utterances, - to interrupt politely, etc. Strategies!!!

47. Objective Assessment and the Syllabus Part 1: Social Contacts Criterion 1: Expression • Is the language used (vocabulary and functional exponents) appropriate to the task and the role relationship between the two candidates? • Do the candidates use the language functions typical of the scenario to be performed (e.g. expressing and inquiring about likes/dislikes, plans, etc.)? • Do the candidates display an appropriate range of vocabulary within the given topic (in particular the Topic Areas 1 / 3 / 7 / 8 / 13 and 16)?

48. Objective Assessment and the Syllabus Part 2: Topic-Based Conversation Criterion 1: Expression • Is the language used (vocabulary and functional exponents) appropriate to the task and the role relationship between the two candidates? • Do the candidates use the language functions typical of the scenario to be performed (e.g. asking for and giving information, opinions, likes/dislikes/preferences, etc.)? • Do the candidates display an appropriate range of vocabulary within the topic (e.g. Topic Area 6: Food and Drink)?

49. Objective Assessment and the Syllabus Part 3: Task Criterion 1: Expression • Is the language used (vocabulary and functional exponents) appropriate to the task and the role relationship between the two candidates? • Do the candidates use the language functions typical of the scenario to be performed (e.g. making and responding to suggestions, expressing preferences, giving reasons, etc.)? • Do the candidates display an appropriate range of vocabulary within the topic (e.g. Topic Area 13: Leisure)?

50. Objective Assessment and the Syllabus Parts 1, 2 and 3 Criterion 2: Task Management • To what extent do the candidates take an active part in the discourse? Do they interact with each other? Do they communicate with each other or simply talk? Do they use discourse elements (e.g. markers, cohesive devices, etc.) to support the flow of the discourse? • Do the candidates use appropriate strategies? How do the candidates organize the discourse, e.g. turn-taking? Are the utterances linked in an appropriate way? (cf. the lists of Strategies and Discourse Grammar in the Learning Specifications)