Download presentation
Presentation is loading. Please wait.
1
Lec. 2. English & English Language Testing
HETC Project University Development Grants (UDGs) Training Program for Proposal Writers Lec. 2. English & English Language Testing by Prof. Ryhana Raheem Open University of Sri Lanka
2
Overview of Presentation
Complexities of Language Proficiency English for Academic Purposes Establishing Benchmarks for Academic English UTEL and the Test of English Proficiency Performance of Institutions on the Test of English Proficiency
3
Types of Language Proficiency - Cummins 1994
BICS - Basic Interpersonal Communication Skills CALP – Cognitive Academic Language Proficiency
4
Basic Interpersonal Communication Skills (BICS)
Relatively easy to acquire Takes 2 – 3 years Mostly oral Cognitively undemanding Context embedded –meaning can be guessed at from visual or other clues
5
Cognitive Academic Language Proficiency (CALP)
Complex Takes 5 – 7 years to master Cognitively demanding Involves tasks such as comprehension, synthesis, analysis Context reduced- few clues available Requires a good command of language
6
ENGLISH FOR GENERAL ACADEMIC PURPOSES (EGAP) - R.R. Jordan (1997)
Academic reading Academic writing Reference skills Participation in seminars and discussions Listening and Note- taking/Note Making
7
Participating in seminars/tutorials/ discussions/supervision
listening and note-taking asking questions, asking for clarification answering questions; explaining agreeing and disagreeing; stating points of view; giving reasons; interrupting speaking with(out) notes: giving a paper/oral presentations, initiating comments, responding; verbalising data R.R. Jordan (1997)
8
Complexities of Sri Lankan University System vis-a-vis English
National Universities – established at various times, and varying in size and resources Each university caters to a variety of Faculties Wide discrepancy in student standards of English – at entry Standards of English within universities – not uniform as different Faculties demand different levels of proficiency
9
Designing Benchmarks for the Sri Lankan University System
Outcome of ELTU Development Project sponsored by the British Council Identified by all Heads of University ELT Units as a priority activity Design concept based on Common European Framework-facilitated by John Slaght of the Centre for Applied Linguistics and Language Studies, University of Reading, UK.
10
Benchmark Design Team University of Colombo University of Kelaniya
Dr D Mendis, Ms N Mahesan, Ms S Ilangakoon, Ms R Kulasingham University of Kelaniya Ms D Wettewa University of Peradeniya Ms C Ellawala University of Sri Jayawardenepura Ms P Nagasunderam, Ms C Galapatti, Mr DLS Ananda Open University of Sri Lanka Prof R Raheem, Ms D Devendra, Ms V Medawattegedera, Ms R De Silva
11
English Language Skills - Minimum Level - UTEL Level 5
Reading Can make use of visual layout and more complex punctuation in order to get a general understanding of a text Can identify & understand the main ideas in a more complex text Can use contextual, structural and morphological clues to deduce meaning of unfamiliar words and phrases Can understand negation, simple passive structures and functions of basic modals Can infer implicit information in simple texts Writing Can write down notes if they are dictated slowly Can use all basic tenses appropriately to convey meaning with a fair degree of accuracy and fluency Can handle relative pronouns and more complex coordinating and subordinating conjunctions (e.g. ‘because’ ‘since’ ‘while’ etc) appropriately Can handle complex punctuation (e.g. comma as a clause marker, hyphen in compound words) Can summarize a short text on a familiar subject with a fair degree of accuracy
12
English Language Skills - Minimum Level - UTEL Level 5
Listening Can identify and understand the key ideas in a longer text.(e.g. lecture) Can understand simple explanations and descriptions in short academic texts Can understand internal cohesion (e.g. within a paragraph) Can understand instructions pertaining to a process (e.g. an experiment) Can comprehend fairly complex questions (e.g. with modals and/or embedding) Can cope with a limited range of features of spontaneous speech (e.g. false starts, fillers, hesitation, rephrasing) Speaking Can use a limited range of cohesive devices to make a short speech on a general topic Can use simple “WH” and “yes/no” questions appropriately to ask for information Can provide appropriate responses to fairly complex questions with a reasonable degree of accuracy Can express opinions on familiar topics with a reasonable degree of fluency and accuracy
13
English Language Skills – UTEL Level 6
Reading Can differentiate main ideas from supporting details in complex texts Can identify and understand internal cohesion. (e.g. relating one part of the text to another) Can identify and understand the functions of discourse markers Can understand cause and effect, definitions, comparisons contrast Can extract appropriate information from complex texts Writing Can summarise a longer and more complex text in one’s own academic discipline with a reasonable degree of accuracy Can describe a process using sequence markers with a fair degree of accuracy Can make notes from a text in one’s own academic discipline or on a familiar topic Can express notions of cause and effect, comparison and contrast, definitions fact, opinion etc with minimum errors in academic writing Can write short reports/essays with a reasonable degree of accuracy and fluency
14
English Language Skills – UTEL Level 6
Listening Can take down effective notes Can draw inferences from academic texts Can understand opinions in and draw inferences from short ac texts Can differentiate between main and supporting ideas and take down notes appropriately in short spoken discourse (e.g. lectures) Can distinguish between formal and informal styles of discourse Speaking Can interact in small groups on familiar topics Can speak with confidence and an acceptable degree of fluency on familiar topics
15
English Language Skills – UTEL Level 7
Reading Can understand implicit information in complex texts by making inferences Can distinguish between fact, supposition, opinion, arguments etc Can identify and understand complex grammatical structures Can relate one part of a text to another Writing Can write short articles, assignments, tutorials with minimum errors Can handle descriptive, narrative, expository and argumentative prose with a reasonable degree of accuracy and fluency Can sustain a certain degree of coherence in an extended piece of academic writing
16
English Language Skills – UTEL Level 7
Listening Can identify and understand illustrations, examples and digressions and deviations in academic discourse Can identify and understand discourse markers which signpost rhetorical structure of a fairly lengthy text/mini lecture/short talk Can identify and comprehend points made by multiple speakers(peers) including asides and incomplete utterances Can identify various registers Can take down notes appropriately on more complex academic texts Speaking Can participate in informal peer group discussions on academic topics using appropriate interactive strategies Can make a short formal presentation Can handle questions of clarifications, suggestions, comments etc. related to the presentation
17
8 9 Reading Writing Listening Speaking
Can identify and understand ambiguity in long and complex academic texts Can understand the writer’s intention, attitudes, and tone Can understand ellipsis Can understand functions of complex punctuation Can comprehend abstract concepts in complex texts Can handle all cohesive devices to maintain flow and coherence in a piece of writing Can use register and style appropriately Can complete academic writing tasks with accuracy and fluency Can understand and interpret attitudes, opinions and stance of most speakers in a discussion Can identify and understand the rhetorical structure of a text – cause and effect, comparisons, contrast etc Can comprehend and take notes on complex academic discourse Can make an effective seminar/research paper presentation. Can defend one’s position on an academic topic with confidence Can make effective contributions to discussions and debates in an academic context. 9 Can respond critically to complex academic texts Can summarise and paraphrase complex academic texts Can analyse complex argumentation in an academic text Can write a summary of a thesis Can handle a wide range of academic tasks (e.g. Project reports, expository or argumentative thesis) Can convey value judgements and critical comments convincingly Can skillfully handle a wide range of structure, styles and vocabulary Can understand and distinguish between primary and anecdotal discourse. (e.g. asides) Can understand and follow academic discourse in a multi speaker environment in any variety of English with ease Can participate effectively and appropriately in a multi- speaker environment Can present and defend academic papers and research proposals with fluency and grammatical accuracy Can perform eloquently and effectively in any context
18
Skills and Tasks as per UTEL (2004)
Writing Composition (Short argumentative essay) Describing a graph Reading Comprehension passages Speech Personal Interview Short speech on given topic Listening Comprehension passage
19
Scope of TEP Project 2009 Test samples of students from a variety of disciplines across 12 universities and 2 private sector institutions that had been granted QEF funding by the IRQUE Project, a World Bank funded project for conventional universities and institutions Each sample to consist of 50 students 27 groups
20
Details of Test of English Proficiency (TEP) -2009
Level tested – Benchmark 5 abilities Academic level- Completed 2 years of study All four language skills tested-as decided for UTEL 2 tasks per Skill Test administered to 25 groups across 12 universities and 2 private sector institutions Internationally moderated+ locally moderated
21
Disciplines Tested & Participant Institutions
Medicine: Colombo, SJP, Ruhuna, Jaffna Science: Jaffna, Peradeniya, Kelaniya, Rajarata, Sabaragamuwa Agriculture: Peradeniya, Eastern, Sabaragamuwa Accountancy: ICASL, Kelaniya, SJP IT: APIIT Engineering(Civil, Mechanical, Chemical): Moratuwa Earth Sciences: Moratuwa, Management and Commerce: SJP, Kelaniya Social Sciences: South Eastern, Peradeniya Languages: South Eastern Veterinary Science: Peradeniya Food Science: Wayamba
26
Performance in Reading (all students = 845)
Mean 29.86 Standard Deviation 9.29 Mark Range in Reading = 125
27
Performance in Writing (all students = 845)
Mean 18.85 Standard Deviation 7.55 Mark Range in Writing = 476
28
Performance in Listening (all students = 845)
Mean 27.13 Standard Deviation 8.27 Mark Range in Listening = 150
29
Performance in Speech (all students = 845)
Mean 24.12 Standard Deviation 8.47 Mark Range in Speech =248 29
30
Findings of TEP Variation in performance across the University system
Overall - Writing is a weak skill Performance in Reading, Speech and Listening – satisfactory at Benchmark 5 level Benchmark 5 could be accepted as an appropriate standard for undergraduates in second year of study
31
Problems and Issues Non-professionalism of Some QEF Coordinators
Unacceptable interpersonal behaviour Unhelpful/uncooperative Inability to cope with correspondence Unacceptable standards of student behaviour within the examination hall General knowledge of students – very limited
32
Suggestions for incorporating Benchmarks into University ELT programmes
Identify Benchmark level of students at entry –Faculty/discipline-wise Define target Benchmark level(s) for different years of study – Faculty/discipline- wise Match target level(s) with current level and identify what can be achieved within academic time provided Design ELT courses with Benchmarks as objectives Use Benchmarks as guide to evaluation
33
Thank you for your attention
Similar presentations
