Real life needs, European standards Presented by Zsuzsa Östör Euro Exam Centre Head of Teacher Training

The Council of Europe drafted the Common European Framework of reference for languages now in use across Europe. Setting the standard across Europe

Common Reference Levels C2 C1 B2 B1 A2 A1 Proficient User Independent User Basic User

Global Descriptors B2 Can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Language learning Modern language education is based largely on beliefs that an ability to communicate is more important than a theoretical knowledge of the systems of language. The communicative approach

Learning to communicate Linguistic competence: lexical, phonological, syntactical knowledge Sociolinguistic competence: sensitivity to social conventions (e.g. rules of politeness, level of formality, appropriate register) Pragmatic competence: functional language, discourse management, cohesion and coherence, identifying text types and forms, etc.

The Council of Europe’s Common European Framework... view of language use and learning... is an action-oriented one … it views users and learners of a language primarily as members of society who have tasks (not exclusively language-related) to accomplish in a given set of circumstances… (The act of communicating) forms part of a wider social context...

preparing a class newspaper through group work Tasks A task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfil or an objective to be achieved. moving a wardrobe obtaining certain conditions in the negotiation of a contract playing a game of cards ordering a meal in a restaurant translating a foreign language text writing a book

Reading/Writing Vocabulary Grammar Reading /Writing Vocabulary Grammar COMMUNICATION Learning/Teaching: Placement Tests: Proficiency Tests: Systematic knowledge Skills Phonological Lexical Grammatical Functional / Notional Discoursal Systems Speaking Listening Reading Writing

?? COMMUNICATION Learning/Teaching: Placement Tests:Proficiency Tests Systematic knowledge Skills Phonological Lexical Grammatical Functional / Notional Discoursal Systems Speaking Listening Reading Writing

Wouldn’t it be good to have exams that and test communicative competence by testing success in communication as demonstrated by performance in tasks that either reflect real world language needs or provide valid measurement of language competencies necessary for real world communication? are based on an internationally understood system

Surely, it can’t be too hard... …to exchange context-less grammar exercises … for tests that use real-world tasks (or tasks that reflect real world needs) (or tasks that test competencies that underlie real world skills) tasks

What is the syllabus? Our constant aim: to keep the exam relevant to real-world needs What text types represent real world uses? What are real world reasons for utilising this skill? What task types best measure the ability to communicate or access information effectively? What classroom practices may lead to more successful use of these skills? What exam formats, text types and task types might encourage such classroom work? What skills are needed to produce these text types?

2001

Euro Exam Levels C1 B2 B1 Operational Proficiency Vantage Threshold

Two suites of exams: Euro EuroPro for General purposes for Business and Professional purposes

Structure of the B1 and B2 exams in both systems

Structure of the C1 exam in both systems

The Council of Europe Framework was published in Strasbourg. Oxford Brookes University began using the EuroPro C1 exams as part of its entry requirements for students starting MBA courses. The Hungarian Ministry of Education officially accredited the Euro examinations. Development and piloting of the Euro and EuroPro exam suites in Budapest. 2001

2002 Both suites of the Euro exams were awarded the European Language Label of the European Council.

The Euro exams were accredited as the official language testing tools of the International House World Organisation. More than candidates in 40 local Euro Exam Centres in Hungary and abroad. Recognition of the exams in progress in several other countries, e.g. Rumania, Spain, Ukraine. Euro Exam Centre in Budapest became the official Assessment Centre of IHWO

Publications

Real-life Exam Tasks A task is defined as any purposeful action considered by an individual as necessary in order to achieve a desired result. Read a very long text and extract key ideas from it Make notes from an extended monologue Match text information to the subject (text, picture etc) Make an oral presentation based on data Translate two-way in a problem situation Ask questions about what your partner has said Fill in forms Translate a colleague’s letter Write a memo Find where certain information is within texts

CEF Written Interaction Descriptors: “Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explai problems with reasonable precision.” (Overall Written Interaction) Writing “ Can write complex letters which present a case with an effective logical structure which helps the recipient to notice and remember significant points.” (Correspondence)

Writing: Task One – Transactional Task from the Euro DTF The texts to be produced by item writers: A number of pieces of written or diagrammatic text (leaflets, notes, letters, maps, timetables) containing: a context for the tasks a request for the candidate to write something ( e.g. a reply, an opinion) information that the candidate needs to complete the task The texts may be annotated, have “Post-it notes” attached etc. Such annotations count as another “source text”. The total word count for source texts should be no longer than 300 words, although texts are typically shorter than this.

Writing: Task One – Transactional Task from the Euro DTF The candidate is set two or more transactional tasks to write. Text types of candidate responses : transactional letter note / message poster / notice classified ad Report Total length of writing asked for words

Writing: Task One – Transactional Task from the Euro DTF Candidate responses will be different genre types require differing levels of formality have different aims (different desired response from target reader) make different linguistic demands on the writer

Writing: Task One – Transactional Task from the Euro DTF This task tests the candidate’s ability to: complete a written task appropriately, keeping both the purpose of the letter and the reader in mind use – broadly speaking – the appropriate level of formality maintain lexical and grammatical range and accuracy appropriate for this level

Writing criteria Linguistic competence Pragmatic competence Sociolinguistic competence

Common European Framework “Can convey content / opinions within the original text between two languages” “Can create or mediate a text that is largely clear and shows awareness of the linguistic characteristics and customs of the destination language” Mediation

2. Mediation in a problem situation Task 1 – Listen and Translate You are on holiday in Australia with a group of Hungarians. Somebody has asked you to help him buy tickets for the opera. Listen to the dialogue and translate. If the person speaks in English, translate into Hungarian. If the person speaks in Hungarian, translate into English. You will hear each line twice. There will be a fifteen second pause between each line for you to write down the translation

The result We think we have a suite of exams that reflects contemporary thinking about language learning and teaching and reflects the Council of Europe’s as well as our own school’s approach. We have taken special care to design tests where the WASHBACK effect on teaching will be hugely positive. This should encourage a higher quality of work from teachers by requiring use of a communicative syllabus with stated targets.

Real life needs, European standards Presented by Zsuzsa Östör Euro Exam Centre Head of Teacher Training Senior Advisor