Comprehensive Assessment

Facilitator: Sarah Coutts

Objectives: This presentation aims to model the design of effective rubrics in

speaking for different styles of assessments as well as discuss how to provide

effective feedback to students to assist them in impromptu speaking.

EFL students are less likely to feel an urgency in being able to speak English during

their lessons than ESL students—although EFL students may have this goal in the

long run. Similarly, the type of speaking skills that students need in English

depends on their intended use of the language. For example, will they need

English for business purposes or just for travelling?

Why is this important?

The students’ intended use of English is what guides the weighting of their

assessments. Students who want to study in English will focus on writing more

than speaking, while those wanting to do business will need more accuracy and

fluency than those wanting to learn the language just for travel purposes.

Speaking assessments around the world tend to focus on accuracy over fluency.

The general belief is that students are trained to make as few mistakes as possible

by memorizing and reproducing discrete grammar items that are generally taken

based on written rather than spoken grammar.

Accuracy vs. Fluency

The problem with the approach described above not only frustrates students, but

is unrealistic and different to how students acquire their first language. It also

means that students are only able to communicated in a limited number of

contexts because mastery is valued over communication. This is what led to the

communicative approach of language learning although accuracy still tends to be

emphasized over fluency in Korea.

Speaking Assessments in Korea

Most language courses do a placement test at the start of a course with a

progress test at the end of the course to assess the achievement students have

made during their studies. Of course, this is slightly different when the course is

done as part of the school curriculum, and when teachers are not confident in

their own ability to assess students in a natural conversation.

Similarly, many students (and even teachers) are reluctant to do much speaking in

class, which means that it’s easier to assess memorized phrases rather than

natural conversation skills. It’s also more difficult to assess speaking when it is far

more subjective than grammar or writing.

Assessment Criteria

Assessments can either be done holistically (i.e. giving an overall impression grade)

or analytically (i.e. giving a grade for different aspects in a task). Holistic

assessments are faster to grade and are suitable for informal progress tests.

Ideally, there should also be more than one evaluator when using this method. In

contrast, analytic assessments take longer, but tend to be more reliable and fair.

However, it’s essential that the evaluator remain focused on the overall picture of

the assessment when using this method. For this reason, it’s best to choose a

maximum of 5 categories. The type of skills assessed will depend on the type of

task assigned as well as the students’ level.

Defining Levels

Most people use the terms “beginner,” “intermediate” and “advanced” when

describing their proficiency in another language, but what do these terms really

mean? One teacher’s intermediate students might be another teacher’s advanced

students and beginners for yet another teacher.

Since teachers have different opinions and student experiences, let’s first

establish a standard for proficiency levels.

1. In your opinion, what language skills do students have at the following

proficiency levels?

High-Beginner

Low-Intermediate to

Intermediate

High-Intermediate to

Advanced

2. Who determines the standard for each level? i.e. Against who are the

students being compared?

3. Rank the following criteria in order of importance with 1 being most

important and 5 being least important.

Pronunciation

Accuracy (Grammar)

Fluency

Content

Communication Skills

4. Think about your students: At which level would you rank your students on

average? Why?

_____________________________________________________________

_____________________________________________________________

5. Discuss your opinions with your group.

The Common European Framework of Reference for Languages (CEFR)1

The Common European Framework of Reference for Languages (CEFR) plays a

central role in language and education policy worldwide. It has growing relevance

for language testers and examination boards, helping to define language

proficiency levels and interpret language qualifications.

The CEFR describes language ability on a scale of levels from A1 for beginners up

to C2 for those who have mastered a language. This makes it easy for anyone

involved in language teaching and testing to see the level of different

1 http://www.cambridgeenglish.org/why-cambridge-english/international-language-standards/ Date Accessed: 13

May 2015

qualifications. It also means that employers and educational institutions can easily

compare qualifications and see how they relate to exams they already know in

their own country.

There are six levels: A1, A2, B1, B2, C1, C2 – broadly grouped as beginner,

intermediate and advanced. A description of each level is provided in the table

below.

CEFR

Level DESCRIPTION

C2

(M

aste

ry)

The capacity to deal with material which is academic or cognitively

demanding, and to use language to good effect at a level of

performance which may in certain respects be more advanced than

that of an average native speaker.

Example: CAN scan texts for relevant information, and grasp main

topic of text, reading almost as quickly as a native speaker.

C1

(Eff

ecti

ve

Op

erat

ion

al

Pro

fici

ency

)

The ability to communicate with the emphasis on how well it is done

in terms of appropriacy, sensitivity and the capacity to deal with

unfamiliar topics.

Example: CAN deal with hostile questioning confidently. CAN get and

hold onto his/her turn to speak.

The

B2

(Van

tage

) The capacity to achieve most goals and express oneself on a range of

topics.

Example: CAN show visitors around and give a detailed description of

a place.

B1

Th

resh

old

The ability to express oneself in a limited way in familiar situations

and to deal in a general way with non-routine information.

Example: CAN ask to open an account at a bank, provided that the

procedure is straightforward.

A2

Wayst

age

An ability to deal with simple, straightforward information and begin

to express oneself in familiar contexts.

Example: CAN take part in a routine conversation on simple

predictable topics.

A1

Bre

akth

rou

gh A basic ability to communicate and exchange information in a simple

way.

Example: CAN ask simple questions about a menu and understand

simple answers.

Overall Oral Production

Since the framework distinguishes between speaking (i.e. oral production) and

spoken interaction, let’s look at the specific descriptors for oral production at

each level. The descriptors are presented in the form of “can do” statements that

are helpful in assessing students’ overall proficiency in speaking.

OVERALL ORAL PRODUCTION

C2 Can produce clear, smoothly flowing well-structured speech with an

effective logical structure that helps the recipient to notice and

remember significant points.

C1

Can give clear, detailed descriptions and presentations on complex

subjects, integrating sub-themes, developing particular points and

rounding off with an appropriate conclusion.

B2 Can give clear, systematically developed descriptions and

presentations with appropriate highlighting of significant points and

relevant supporting details.

Can give clear, detailed descriptions and presentations on a wide

range of subjects related to their field of interest, expanding and

supporting ideas with subsidiary points and relevant examples.

B1

Can reasonably fluently sustain a straightforward description of one

of a variety of subjects within their field of interest, presenting it as

a linear sequence of points.

A2

Can give a simple description or presentation of people, living or

working conditions, daily routines, likes/dislikes, etc. as a short

series of simple phrases and sentences linked into a list.

A1

Can produce simple, mainly isolated, phrases about people and

places.

Grammar Knowledge Required for Each Level2

The table below shows the grammar that students should be studying at each of

the CEF levels in order to meet the basic level requirements within the framework.

It’s a useful reference to use when determining the level of your own students as

it works on grammar proficiency, which is easier to measure than free

conversation.

CEFR

Level REQUIRED GRAMMAR KNOWLEDGE

A1

Adjectives: Common & demonstrative

Possessive Adjectives

Adverbs of frequency Possessive /s/

Comparatives & Superlatives Prepositions (Common)

Going to Prepositions of Place How much/how many + very Prepositions of Time

(including in/on/at) Common uncountable nouns Present Continuous

I’d like Present Simple

Imperatives (positive & negative)

Pronouns: Simple, Personal

Intensifiers (basic) Questions

Modals: can/can’t/could/ couldn’t

There is/are

Past Simple of “to be” To be (including question + negatives)

Past Simple Verb + ing: like/hate/love The

2 http://www.examenglish.com/CEFR/cefr_grammar.htm Date Accessed: 15 May 2015

A2

Adjectives: Comparative (use

of than and definite article)

Past Continuous

Adjectives: Superlatives (use

of definite article)

Past Simple

Adverbial Phrases of Time,

Place & Frequency (including

word order)

Phrasal Verbs (Common)

Adverbs of Frequency Possessive use of ‘s and s’

Articles (with countable &

uncountable nouns)

Prepositional Phrases (Place,

Time and Movement)

Countables & Uncountables

(much vs. many)

Prepositions of Time:

on/in/at

Future Tense (will & going to) Present Continuous

Gerunds Present Continuous for

Future

Going to Present Perfect

Questions

Imperatives Verb = ing / Infinitive:

live/want-would like

Modals: Can/Could Wh- Questions in Past

Modals: Have to Zero and 1st Conditional

Modals: Should

The

B1

2nd and 3rd Conditions Past Continuous

Adverbs Past Perfect

Broader Range of Intensifiers

(too, enough)

Past Simple

Comparatives and Superlatives Past Tense Responses

Complex Question Tags Phrasal Verbs (extended)

Connecting words (contrast,

addition, etc.)

Present Perfect Continuous

Future Continuous Present Perfect/Past Simple

Modals:

Might/May/Will/Probably

Reported Speech (Various

tenses)

Modals: Must/Can’t

(deduction)

Simple Passive

Modals: Must/Have to Wh- Questions in the Past

Modals: Should have/Might

have

Will and Going to

(Prediction)

The

B2

Adjectives and Adverbs Past Perfect

Future Continuous Past Perfect Continuous

Future Perfect Phrasal Verbs (extended)

Future Perfect Continuous Relative Clauses

Mixed Conditionals Reported Speech

Modals of Deduction &

Speculation

Will & Going to (Prediction)

Modals: Can’t have, Needn’t

have

Wish

Narrative Tenses Would (Expressing Habits &

Past)

Passives

C1

Futures (Revision)

Inversion with Negative

Adverbials

Narrative Tenses for

Experience (including

Passive)

Mixed Conditionals in Past,

Present & Future

Passive Forms (All)

Modals in the Past Phrasal Verbs (esp. Split

forms)

Futures (Revision)

Inversion with Negative

Adverbials

Wish/If Only (Regrets)

The

Comparison of CEF and Scores for Various Exams3

So what does this mean for your students? The following table contextualizes this

framework using TOEIC, TOEFL and IELTS (the most common language tests in

Korea) as well as other international language exams.

CEFR Level

COMPARATIVE ENGLISH EXAMS

A2 Cambridge English Key (KET) PTE General Level 1

PTE Academic 30-42

B1

Cambridge English Preliminary (PET)

BEC Prelim IELTS (Band 4 – 4.5)

TOEFL iBT (57 – 86) TOEIC (550) PTE General (Level 2) PTE Academic (43 – 58)

B2

Cambridge English First (FCE) BEC Vantage IELTS (Bands 5 - 6.5) TOEFL iBT (87 – 109)

Michigan ECCE PTE General (Level 3) PTE Academic 59-75

C1

Cambridge English Advanced (CAE)

BEC Higher IELTS (Bands 7 – 8)

TOEFL iBT (110 – 120) TOEIC (880) PTE General (Level 4) PTE Academic (76 - 84)

C2 Cambridge English Proficiency

(CPE) IELTS (Bands 8.5 – 9)

PTE General Level 5 PTE Academic 85+

3 http://www.examenglish.com/examscomparison.php Date Accessed: 15 May 2015

IELTS Band Scores4

Another framework on which to model the criteria for speaking assessments is

the International English Language Test System (IELTS).

There is no pass or fail in IELTS. Candidates are graded on their performance,

using scores from 1 to 9 for each part of the test – Listening, Reading, Writing and

Speaking. The results from the four parts then produce an Overall Band Score.

This unique 9-band system measures scores in a consistent manner – wherever

and whenever the test is taken, which makes it a reliable system on which to

measure students’ proficiency. More information can be found on the IELTS

website.

4 http://www.ielts.org/institutions/test_format_and_results/ielts_band_scores.aspx Date Accessed: 11

May 2015

Band Level DESCRIPTION

9 (Expert) Student has fully operational command of the language: appropriate, accurate and fluent with complete understanding.

8 (Very Good)

Student has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.

7 (Good)

Student has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.

6 (Competent) Student has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.

5 (Modest) Student has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.

4 (Limited) Student has basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.

3 (Extremely Limited)

Student conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.

2 (Intermittent)

Student has no real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.

1 Student essentially has no ability to use the language beyond possibly a few isolated words.

0 Did not attempt the test

CEFR Criteria for Specific Speaking Assessments

OVERALL SPOKEN INTERACTION

C2 Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.

C1

Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.

B2 Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with native speakers quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments.

B1

Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music etc. Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. Can enter unprepared into conversation of familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

A2

Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord.

A1

Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

The

CONVERSATION

C2 Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life.

C1

Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.

B2 Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can convey degrees of emotion and highlight the personal significance of events and experiences.

B1

Can enter unprepared into conversations on familiar topics. Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to. Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.

A2

Can establish social contact: greetings and farewells; introductions; giving thanks. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. Can participate in short conversations in routine contexts on topics of interest. Can express how he/she feels in simple terms, and express thanks. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord, though he/she can be made to understand if the speaker will take the trouble. Can use simple everyday polite forms of greeting and address Can make and respond to invitations, invitations and apologies. Can say what he/she likes and dislikes.

A1

Can make an introduction and use basic greeting and leave-taking expressions. Can ask how people are and react to news. Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.

The

INFORMAL DISCUSSION WITH FRIENDS

C2 No descriptor available

C1 Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics.

B2 Can keep up with an animated discussion between native speakers Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Can with some effort catch much of what is said around him/her in discussion, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way. Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.

B1

Can follow much of what is said around him/her on general topics provided interlocutors avoid very idiomatic usage and articulate clearly. Can express his/her thoughts about abstract or cultural topics such as music, films. Can explain why something is a problem. Can give brief comments on the views of others. Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose etc. Can generally follow the main points in an informal discussion with friends provided speech is clearly articulated in standard dialect. Can give or seek personal views and opinions in discussing topics of interest. Can make his/her opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, how to organize an event (e.g. an outing). Can express belief, opinion, agreement and disagreement politely.

A2

Can generally identify the topic of discussion around her which is conducted slowly and clearly. Can discuss what to do in the evening, at the weekend. Can make and respond to suggestions. Can agree and disagree with others. Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. Can discuss what to do, where to go and make arrangements to meet.

A1 No descriptors available

The

GOAL-ORIENTED CO-OPERATION

(e.g. organizing an event, repairing a car, discussing a

document)

C2 No descriptor available

C1 No descriptor available

B2 Can understand detailed instructions reliably. Can help along the progress of the work by inviting others to join in, say what they think etc. Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches.

B1

Can follow what is said, though he/she may occasionally has to ask for repetition or clarification if the other people's talk is rapid or extended. Can explain why something is a problem, discuss what to do next, compare and contrast alternatives. Can give brief comments on the views of others. Can generally follow what is said and, when necessary, can repeat back part of what someone has said to confirm mutual understanding. Can make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations. Can invite others to give their views on how to proceed.

A2

Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when he/she does not understand. Can discuss what to do next, making and responding to suggestions, asking for and giving directions. Can indicate when he/she is following and can be made to understand what is necessary, if the speaker takes the trouble. Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.

A1 Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. Can ask people for things, and give people things.

The

TRANSACTIONS TO OBTAIN GOODS & SERVICES

C2 No descriptor available

C1 No descriptor available

B2 Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident. Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession he/she is prepared to make. Can explain a problem, which has arisen and make it clear that the provider of the service/customer must make a concession.

B1

Can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. Can cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase. Can make a complaint. Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, e.g., asking passenger where to get off for unfamiliar destination.

A2

Can deal with common aspects of everyday living such as travel, lodgings, eating and shopping. Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialized nature. Can ask for and provide everyday goods and services. Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give directions, and buy tickets. Can ask about things and make simple transactions in shops, post offices or banks. Can give and receive information about quantities, numbers, prices etc. Can make simple purchases by stating what is wanted and asking the price. Can order a meal.

A1 Can ask people for things and give people things. Can handle numbers, quantities, cost and time.

The

INFORMATION EXCHANGE

C2 No descriptor available

C1 No descriptor available

B2 Can understand and exchange complex information and advice on the full range of matters related to his/her occupational role. Can pass on detailed information reliably. Can give a clear, detailed description of how to carry out a procedure. Can synthesize and report information and arguments from a number of sources.

B1

Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence. Can describe how to do something, giving detailed instructions. Can summarize and give his or her opinion about a short story, article, talk, discussion interview, or documentary and answer further questions of detail. Can find out and pass on straightforward factual information. Can ask for and follow detailed directions Can obtain more detailed information.

A2

Can understand enough to manage simple, routine exchanges without undue effort. Can deal with practical everyday demands: finding out and passing on straightforward factual information. Can ask and answer questions about habits and routines. Can ask and answer questions about pastimes and past activities. Can give and follow simple directions and instructions e.g. explain how to get somewhere. Can communicate in simple and routine tasks requiring a simple and direct exchange of information. Can exchange limited information on familiar and routine operational matters Can ask and answer questions about what they do at work and in free time Can ask for and give directions referring to a map or plan. Can ask for and provide personal information.

A1 Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer questions about themselves and other people, where they live, people they know, things they have. Can indicate time by such phrases as next week, last Friday, in November, three o'clock.

The

INTERVIEWING AND BEING INTERVIEWED

C2 Can keep up his/her side of the dialogue extremely well, structuring the talk and interacting authoritatively with complete fluency as interviewer or interviewee, at no disadvantage to a native speaker.

C1 Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well.

B2 Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. Can take initiatives in an interview, expand and develop ideas with little help or prodding from an interviewer.

B1

Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision. Can carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person's response is rapid or extended. Can take some initiatives in an interview/consultation (e.g. to bring up a new subject) but is very dependent on interviewer in the interaction. Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions.

A2

Can make him/herself understood in an interview and communicating ideas and information on familiar topics, provided he/she can ask for clarification occasionally, and is given some help to express what he/she wants to. Can answer simple questions and respond to simple statements in an interview.

A1 Can reply in an interview to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal details.

The

SUSTAINED MONOLOGUE (Describing Experience)

C2 Can give clear, smoothly flowing, elaborate and often memorable descriptions.

C1 Can give clear, detailed descriptions of complex subjects. Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.

B2 Can give clear, detailed descriptions on a wide range of subjects related to his field of interest.

B1

Can give straightforward descriptions on a variety of familiar subjects within his field of interest. Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions. Can relate details of unpredictable occurrences, e.g., an accident. Can relate the plot of a book or film and describe his/her reactions. Can describe dreams, hopes and ambitions. Can describe events, real or imagined. Can narrate a story.

A2

Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his environment e.g. people, places, a job or study experience. Can give short, basic descriptions of events and activities. Can describe plans and arrangements, habits and routines, past activities and personal experiences. Can use simple descriptive language to make brief statements about and compare objects and possessions. Can explain what he/she likes or dislikes about something. Can describe his/her family, living conditions, educational background, present or most recent job. Can describe people, places and possessions in simple terms.

A1 Can describe him/herself, what he/she does and where he/she lives.

The

ADDRESSING AUDIENCES

C2 Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. Can handle difficult and even hostile questioning.

C1 Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. Can handle interjections well, responding spontaneously and almost effortlessly.

B2 Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. Can take a series of follow up questions with a degree of fluency and spontaneity, which poses no strain for either him/herself or the audience.

B1

Can give a prepared straightforward presentation on a familiar topic within his/her field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision. Can take follow up questions, but may have to ask for repetition if the speech was rapid.

A2

Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions. Can cope with a limited number of straightforward follow up questions. Can give a short, rehearsed, basic presentation on a familiar subject. Can answer straightforward follow up questions if he/she can as for repetition and if some help with the formulation of his reply is possible.

A1 Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.

THE

SPOKEN FLUENCY

C2 Can express him/herself at length with a natural, effortless, unhesitating flow. Pauses only to reflect on precisely the right words to express his/her thoughts or to find an appropriate example or explanation.

C1 Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.

B2 Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of speech. Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party.

B1

Can express him/herself with relative ease. Despite some problems with formulation resulting in pauses and "culde-sacs", he/she is able to keep going effectively without help. Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.

A2

Can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident. Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts.

A1 Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.

The Upside of Errors: When and Why to Avoid Correcting Students

“I teached math in my home coun-try,” a student shares on career day. The

teacher raises her eyebrows and waits for the student to continue.

“I mean, I taught math in my home country.” This is a perfect example of when

not correcting an ESL student is the best way to handle an error. By signaling her

student with a small gesture, the teacher helps the student to understand that he

made an error. He thinks back to what he said, and then produces the correct

structure. This is what in language studies is called self-correction.

Self-correction is just what it sounds like – when students correct their own

mistakes rather than depending on the teacher to correct them. Self-correction

happens naturally in speech, both with first and second language learners and in

spoken and written language. And students who are able to self-correct have

many advantages over those who do not.

The Basics of Self-Correction

1. Student who self-correct show that they understand the language.

They are able to recognize mistakes, even in their own speaking and writing, and

know what the correct structure should look like. They are then able to produce

that correct language on their own even if it is on the second try.

2. Students who self-correct are more prepared for the real world.

They depend less on their teacher and more on themselves, and they take more

responsibility for their own quality of language. When they do this, they can

better function in real life language situations and are able to better communicate

with native speakers—even when they make mistakes—because they are able to

identify and correct those mistakes without help from someone else.

3. Self-correction begets increased awareness.

Students must have some level of self-awareness when it comes to their language

use if they are going to self-correct. But as students learn to self-correct, they

become more aware of their language use and therefore any mistakes they are

making. When students are more aware of mistakes, they make fewer. As a result,

they become better at self-correcting. Getting students to self-correct, then,

begins a positive cycle of awareness and correct language production.

Developing Self-Correcting Students

Self-correction can be developed. For students with little experience self-

correcting, you can give them sentences with errors that they need to correct.

Spending a few minutes on this type of activity each day will increase student

awareness of language errors. Creating examples inspired by actual student errors

is a good way to make sure your sentence corrections will make a real impact on

how your students speak. You can also use examples depicting errors common

with speakers of your students’ first language. You may also create examples that

highlight grammatical concepts you have recently taught in class. Each of these

may serve a different purpose, but all of them will help your students become

better self-correctors.

Another way to encourage error aware-ness and self-correction is to signal your

students when they make an error. You can use verbal signals, asking them to

repeat themselves, for example, or use simple physical clues like raising your

eyebrows. If students still struggle with identifying their mistakes, give a more

obvious signal like raising you hand when they make an error. The more natural

your signals are, and the more subtle they are, the more prepared your students

will be for self-correcting on their own.

How Much is Too Much?

Making students aware of their mistakes is like walking a thin line—too much and

you will end up discouraging your students rather than empowering them. For

this reason, remember what level your students are at. Don’t expect perfect

speech from beginning level students, and don’t expect them to correct every

error they make. For any student, when errors occur in many contexts, try

focusing on one or two and let the rest slide (for now). Building a student’s

foundation in self-correction is often a slow process and one that should not be

rushed. You can always help them tackle more areas of error later, and you want

them to feel good about the language they are producing.

Creating a Culture of Self-Correction can be Challenging

Sometimes students will realize their mistakes on their own. Other times the

teacher will have to offer a signal that self-correction is needed. She may make a

physical signal or say some-thing like, “What was that? Excuse me?” Though

establishing a classroom culture where students self-correct may be challenging

and time consuming at first, it is well worth it as your students become more

effective and more confident English users. They become more independent and

are ready to take their English skills out into the real world.