of a language learner by Scott Shelton
about Beatriz is taken from an informal interview between her and I as
well as from a learner profile sheet that she completed herself. (Appendix
is an eighteen-year-old first year university student from Madrid, Spain.
Her major course of study is computer engineering. According to Beatriz,
English is not only important for her because of the reading involved
in her current studies, but also for future job prospects as well. She
is an attentive and sociable student but because of her demanding university
studies, and being her first year as well, she often comes to class tired
and mentions lack of sleep as the reason. She is the youngest of two daughters
and her sister also studies English.
began learning English at the age of three while attending a bilingual
Spanish-English school for young learners. She attended the bilingual
school until the age of twelve at which point she began attending regular
Spanish state schools. She has been a student at International House,
Madrid for three years and passed the Cambridge First Certificate exam
two years ago. During her high school years, she spent three months in
Canada as an exchange student and last year went back to study English
for the summer. She is currently attending class to prepare for the Cambridge
Certificate in Advanced English and she has approximately ninety-percent
describes 'learning style' as:
preferred ways of going about learning. It is generally considered that
one's learning style will result from personality, including psychological
and cognitive make-up, socio-cultural background, and educational experience.
Beatriz over the past seven months, she appears to be quite self-contained
and although she works well in pairs and groups, she is just as happy
to listen to the teacher, and take notes. In order to better determine
her learning style I asked her to complete both a learner profile and
needs analysis (Appendix A & B), and two additional questionnaires
(Appendix C & D), which were designed to determine favored learning
sources mentioned above, Beatriz stated that she preferred working in
pairs to other options, learned better by 'being in physical contact with
things', liked learning through problem solving, listening, reading, and
taking notes. She prefers to be corrected 'later, in private' to 'immediately,
in front of everyone', and feels somewhat uncomfortable having others
see and be asked to comment on or correct her written work.
shown to be well balanced in the primary senses; Visual, Auditory or Kinesthetic
which people use principally in learning.
was also shown to be a 'concrete' learner by scoring highest for this
type at 76% in a questionnaire based on learner types taken from findings
reported by Willing (1988) found in Nunan (2000:170). She scored similarly
in the 'authority oriented' type at 73%. This was followed by 66% in the
communicative learner type. Her lowest scoring was in the 'analytical'
learner type, scoring 56%.
is in line with my observations of Beatriz in class and I believe is also
somewhat representative of her age. Being a teenager, she has still to
fully develop her preferred learning styles and learners of this age group
often feel self-conscious about being 'criticized' or corrected in front
of others. Having said that, I find Beatriz to be an attentive, well-balanced
(1999) cites the work of Gardner (1985) and defines motivation as consisting
of effort, plus desire to achieve the goal of learning, plus favorable
attitudes towards learning the language.
is made between integrative (or intrinsic) orientation, which occurs when
the learner wishes to identify with the culture of the target language,
and instrumental (extrinsic) orientation, which occurs when motivation
arises from external goals, such as passing exams, financial rewards,
or furthering a career. LittleJohn (2001) adds a third category: success
in the task, which is a combination of satisfaction and reward.
is motivated to a large extent by the exam at the end of June as well
as continuous encouragement from her father. This points principally to
instrumental or extrinsic motivation. However, Beatriz also cites being
able to communicate in English as a source of accomplishment and hopes
to travel again to Canada or to the U.S. and work for a year when she
finishes her university studies. This suggests integrative or intrinsic
motivational factors as well. In class she is visibly motivated when she
does well on a particular exercise and vice-versa.
test-validity and reliability
test is defined by Huges, (1990:13) as a test used to identify students'
strengths and weaknesses and is intended primarily to ascertain what further
teaching is necessary.
Test Construction and Evaluation (1995:171) the authors divide validity
into two areas, internal and external. Internal validity relates to studies
of the perceived content of the test and its perceived effect while external
validity relates to studies comparing students' scores, which measures
their ability gleaned from outside the test.
validity is broken down into:
- Face validity:
the test's surface credibility or public acceptability.
- Content validity: the representativeness or sampling adequacy of the
- Response validity: how individuals respond to test items.
External validity is explained through the terms:
validity: the comparison of the test scores with some other measure taken
at roughly the same time as the test such as candidates self-assessment,
or teacher or other specialist assessment.
Validity: a concept of validity meant to predict how well someone will
perform in the future, beyond the test, and which is common with many
demonstrates both face and content validity. It is recognized by the majority
of British Universities for English language entrance requirements. Pre-testing
plays a central role in the making of the test, as it helps to ensure
all versions conform to the test requirements in terms of content and
level of difficulty. The CAE falls within Level four of the ALTE framework,
being proof of the necessary language level needed to work at a managerial
or professional level or study at university level, an example of its
concurrent and predictive validity. (CAE handbook: 4-6)
Prodromou (1995) refers to the 'backwash effect' as the direct or indirect
effect of examinations on teaching methods. Positive backwash may occur
when classroom activities clearly relate to the test and the student.
Negative backwash can occur if reference to the test is abused and there
is an over reliance on its extrinsically motivational effect at the expense
of sound classroom procedures (which are intrinsically motivating to the
of a test is a test of its consistency. The circumstances in which the
test is taken, the way is which it is marked and the uniformity of the
assessment it makes are important elements in judging test reliability.
In Communicative language teaching, Weir (1990:32) warns that:
might prove to be a sterile endeavour unless care has also been taken
over test reliability.
to the CAE handbook (2000:4-8), the exam is constructed, administered
and marked in such a way to ensure uniformity and reliability.
for devising Beatriz's test
I have chosen
sections of CAE practice tests (book 3). I believe it adheres to the criteria
mentioned above for a test to be both valid and reliable. (See appendix
E2 & 5 for bits of the test)
The CAE handbook (2000) assures:
of the UCLES-EFL team is involved in a programme of ongoing validation,
and specialist staff work and test analysis and evaluation.
obvious reason is that because Beatriz is taking the official exam in
June, 2002, doing a mock exam now will serve as a benchmark as well as
a motivational factor as she continues to study.
and administration of the test
consists of five sections: reading, writing, listening, speaking and use
of English. Each section carries equal weight in grading the final outcome.
The overall grade is based on the total score gained in all five papers.
A pass grade is given for a minimum of sixty-percent over all five sections
handbook (2000) breaks down the different sections and gives guidelines
of expectations based on successful completion of the exam. For a full
breakdown, see appendix E.
was administered over two one and a half-hour classes. Beatriz was allowed
to do the writing over the weekend and was encouraged to write within
the time limit of one hour. The speaking section was done the following
week in her free time, with a classmate.
of test data
In this section I will analyze the data from Beatriz's test to find her
strengths and weaknesses in terms of her knowledge and use of the language
systems and skills tested.
of letter writing task (Appendix E2)
skills will be analyzed using the following criteria:
- Task achievement
competence -coherence and intelligibility of the letter
- of style, organization and presentation
- of lexis, grammar, and general language used
- of lexis, grammar, expressions, spelling, punctuation and use of cohesive
Task achievement, Communicative competence and Appropriacy
has achieved the task by competently writing a letter to the newspaper
using the conflicting information in the texts provided, pointing out
the inaccurate information and asking for a reprint. She includes a short
note to Malcom but forgot to include mention of enclosing a copy of the
letter. This omission would likely cost her a one-band reduction. I do
think that despite the errors and inaccuracies (including the use of contractions),
the letters would have a positive effect of the reader, in that they would
achieve what they had set out to do.
- The letters
are intelligible and organized in clear paragraphs making them easy to
follow despite their flaws. The information is presented in a logical
pattern and she uses both grammatical and lexical references, which hold
the piece together.
- The letters
are presented in letter format and she has used appropriate opening and
closing expressions, and opened her first paragraph stating her reason
for writing in letter one.
has inappropriately used contractions, which are not used in formal letters.
In the second letter, however, they are used well. This would keep her
in a band 3.
- She has
also gone over the word limit by some 60 words in the first letter, although
in my opinion this does not have an overtly negative effect on the target
- In the
final paragraph she uses rather strong language threatening legal action.
Other, more subtle wording might have been more appropriate.
uses some appropriate expressions - I'm writing with regard to the incident
(3), In orden to clearify the facts
, I would like to explain
(6), You are a wonderful man (4-#2), Don't worry (2-#2), I'm sure (2-#2),
Yours faithfully (23), Best wishes (6-#2), in who we all trust(5-#2)
marred by poor spelling and other inaccuracies, Beatriz uses a range of
structures such as: Present continuous (3), present simple (4), relative
clauses (4,5), past simple for main events (7,8,9,10), past continuous
for background information and incomplete actions (8), future perfect
(11), present perfect (15,18), Use of modals (6,9,11,18,21), use of conditional
'if/will' structure (21) (letter 1)
- A range
of cohesive devices are used such as, the fatal day-that night, the Rex
Cinema-after the show, such unforgivable mistakes-referring to discrepancies
between article and reality, Not only this.. but
am the American tourist who
In regard to the incident which
thief-thief, cut-cut, facts-facts, Malcom-Malcom, article-article,
also makes an attempt at using appropriate vocabulary items and some collocations
which, although often inaccurately spelled or in the wrong form, shows
that she is attempting more complex ways to express herself and indicates
development in her language system. Examples are: accompained, fatal day,
to clearify the facts, ran bravely, heroic action, badly cut, tends to
misunderstand readers (mislead), aggresor, unforgivable mistakes, clearifying
article, disafortunate incident, legal actions, horrendous lack of information.
has showed poor control of spelling and word formation, which is also
evident in the other sections of the diagnostic test. Writting, clearify,
disafortunate, legal actions, misunderstands readers (misleads), apologise
for apology, lyes for lies, inepts (a L1 transfer from 'ineptos'), have
ever belive those lyes.(slip-forgetting to use past participle)
- Also problematic
are omissions of the definite article in 'outside Rex Cinema' (3), ignoring
the limit of subjects in 'I would like to explain what it really happened'
(6,7), omission of main verb in 'In (performing) this heroic action...(10)
and ignorance of transitivity in 'what really happened and what your article
described had nothing to do with (each other, the facts)', and omission
of subject, twice, in ' (I) am American.
- An attempt
at using collocations was made, which I think is a sign of risk taking
and although she does not always get them right, making mistakes is a
sign of learning. Examples are: fatal day (all right in form but not appropriate
in this context), clearifying article (marred by spelling) disafortunate
incident (wrong prefix-unfortunate) misunderstands readers (wrong root
of 'regard', line 19. Either wrong word (demand, would like to see) or
incomplete clause, (so I regard a
..as necessary, to be the correct
thing to do)
the letters have more positive elements than negative ones. I have seen
Beatriz improve over the months in her writing and although there are
definite areas that she needs to work on, I think that she shows positive
steps towards becoming a more competent writer in English.
of the Speaking test (Appendix E5)
the speaking test the following criteria suggested in the CAE handbook
(2000) will be used:
- Discourse management
- Interactive communication
and weakness based on the Diagnostic Speaking test (examples are taken
from the transcript) The line number where each phrase can be found in
the transcript is noted in parenthesis at the end of each entry. See appendix
(accuracy and appropriacy)
- She's right now working (word order) (1)
- I'll be in the beach (wrong preposition) (5)
- It seems as (if) he has just climbed it (omission of 'If' in structure)
- Just in the ice (wrong preposition) (18)
- I like the one
where's a little girl with her mom's shoes (omission
of there) (25-26)
- Well, I didn't think about the bears, I was thinking about the one
of past simple for past continuous) (56)
- I don't think it can gets the people because it isn't cute (wrong modal
verb-should be would, third person 's' following modal verb) (47)
- She likes travelling and learning languages and she has a very good
Yes, since I was three (4)
I hope I'll be with some of my friends having fun. (5-6)
the man who is resting from his work because he seems exhausted
and depressed. (21-22)
- They want to learn and it shows how they are growing up. (41-42)
- I would probably choose kids around ten years old because they are old
enough to understand what you are telling them. (62-63)
- I would rather just have pictures about little kids. (38)
is still forming her hypothesis of how grammar and syntax work, as she
is as often accurate as inaccurate in this area. In my informal classroom
observation of her, I find that she has very good days and very bad ones.
This may be due to the strain of University studies and projects. This
may also be a consequence of not reading sufficiently on her own outside
(accuracy and appropriacy)
- He must be just glad of himself (wrong word-should be 'proud' inappropriate
use of just)) (11)
- Shows the innocencey of the childhood (consistent with her problems
with morphology) (26-27)
- The clouds and the ceiling (wrong word-should be sky) (13)
- Probably he's one of those person that
(confusion of plural/singular-should
be people) (20)
- What would you do to make them know it's kid's day? (confusion with
make and let) (68)
- Get friends with each other (wrong word (collocation)-should be make
- I would make them discuss about the different points of view (use of
make when 'have' would have been more appropriate-common Spanish L1 interference
following discuss with adverb about. In Spanish: Discutir sobre) (70-71)
- She's been living abroad (1)
- He seems exhausted and depressed (22)
- He's completely confused (23)
- I like the idea of the discussion (70)
- The man who is resting from his work (21)
has a somewhat limited and often inaccurate lexical resource for an advanced
student. She has mentioned that she feels this is her weak area in writing
but because her communicative competence is good, I do not think she has
realized that she also lacks in this area when speaking. This may be due
to her limited opportunities to use English outside of class.
Management (range and coherence)
- "So he must be just glad of himself as he could get through this
because the mountain is quite difficult to climb. And he can only see
the clouds and the ceiling and he might feel so free but not like the
other one, he seems flying while in this one he feels glad of himself,
proud and very happy."(10-15)
It was difficult
to follow the monologue at this point. I think that this is mainly due
to the misuse of modals, the lack of clarity in which picture she was
comparing to which, and for lack of pausing.
range and coherence
I think it would be a good idea if it really does...do that
something. Because if it's just the day and it doesn't get to the kids
because just older people know it, I don't think it works. (95-97)
I would probably choose kids around ten years old because they are old
enough to understand what you are telling them but also they are young
enough to change their look at it, their view, because older one I don't
think they would pay much attention. Don't you think so?
there are some (non-impeding) errors her meaning is clear. She gives her
opinion and invites the other speaker to make a comment in the second
example. In the other example, she responds coherently and uses a range
of structures to get her message across.
(intonation and individual sounds)
Generally Beatriz has good control over suprasegmental features such as
intonation, connected speech, and stress, mostly due to her time spent
in Canada, I would imagine. She does, however, show a tendency to use
an inappropriately high pitch range on the prominent words of an utterance
when she is uncertain. This is common in many North American teenagers'
(rise) (rise) (rise)
e.g. Well, she's right now working, she's been living abroad quite, I
years I'm not sure about it.
occur now and again in her speech when she is not interacting with the
other student but although somewhat distracting, it does not interfere
with coherence or intelligibility.
- She's working- /s/'s working (sound like 'See's') (1)*
- It -/i:/t (sounds like 'eat') (2)*
- The beach-/d/ (sounds like dee) (5)*
- Could feel-/l/ (she is pronouncing the silent /l/ sound.) (8)
- Climb-/i/ (She confuses the short /i/ sound for the longer /ai/ sound)
- Sports-/es/ (She places a vowel sound in front of the /s/ sound. An
L1 interference error. (20)*
- Doubt-/b/ (she pronounces the silent letter 'b') (21)*
- Depressed -/t/ (She fails to release the final /t/ sound. Sounds like
- Confused-/d/ (She fails to release the final /d/ sound. Sounds like
- Shoes -/z/ (She pronounces /s/ instead of /z/) (26)*
- Book-/u:/ (She pronounces the long /u:/ sound instead of the short /u/
all individual sounds, which often prove difficult for learners whose
first language is Spanish. However, they rarely impede understanding.
communication (turn-taking and responding)
example of responding (grammatically correct)
- (Claudia) -they are start just looking at pictures and learning the
first words. (Beatriz) -Yes. And you can see how they are trying to see
the book with the pictures so they are
they want to learn and it
shows how they are growing up) (58-60)
example of responding
- (Claudia)-They are children about four years old do you think? (Beatriz)-Yeah,
probably. because I don't think they can read.(55-57)
for an opinion
- Well, what do you think? (52)
- But what do you think about this one? They are animals! (47)
communicated and interacted quite well showing an awareness of polite
turn taking and handled the development of the discussion, including frequent
topic shifts, with relative ease. Although we have seen that she can be
quite inaccurate and use relatively simple vocabulary, her strength is
being able to handle discourse management and communicate competently.
The structural and lexical errors I see as being largely developmental,
as she is able at times to correct herself and realize she has made a
slip. Her pronunciation problems, however, will need to be addressed as
I do not think they will disappear on their own.
Beatriz did quite well on this section of the exam, scoring 74 percent.
The most difficult was section A , which is based on note taking and sentence
completion from a monologue of about 2 minutes. She later commented that
it was difficult to follow because the subject matter (a specialist in
cookery giving a talk about bread) was quite foreign to her. I expected
Beatriz to do well in this part of the exam as she has a very good ear
and is very communicative in both speaking and listening.
Beatriz had some problems with the reading section, especially in part
two, which tests understanding of how texts are structured and the ability
to predict text development. She later commented that she found that part
very challenging. The poor showing on the reading section is perhaps due,
in part to the fact that she reads relatively little in English outside
of the classroom. I have since convinced her to begin reading more, for
pleasure, as that will certainly help her in this part of the exam. Her
score for this section was 59 percent.
- He gradually discovered their individual effects towards his food and
- Should be: on/upon (part 2 no. 24)
- Because the horrid woman of the pictures she thinks I took them from
- Should be: likes/liked/admires/admired (part 4 no. 53)
- Property crimes develop on the easy opportunity.
- Should be: thrive (part 1 no. 4)
- This practical, straight forward and unreliable guide,
designed for those who are not knowledged about computers
invaluable publishment. (Part 4 no. 63)
- The first
to express their dissaprovement
(Part 4 no. 69)
speech (no backshift)
- She says it is rather disorganized. (Part 4 no.49)
- But anything that has been
will never be
(Part 2 no. 28)
- It would be a very different world without them. (Part 2 no. 18)
- Based on the trial and error of early man (Part 2 no. 22)
- Our present day search for all things natural (Part 2 no.30)
English in Use 55%
Total 310/500=62% overall
Ability to participate coherently and appropriately in conversation
Writing is improving
Risk taking in use of grammatical structures shows language
Use of collocations
Use of a range of cohesive devices
Lack of control of structures and lexis
Individual phonemic sounds
Needs to continue expanding her vocabulary resource
Attention to appropriate register
Recognizing text structure and cohesive devices
- Word formation (morphemic modification)
focus on in and out of the classroom- Activities and resources
These activities and resources are cross-referenced with and matched to
the appropriate learner types found on page one and detailed in appendix
D. The number in parenthesis matches the learner type.
Use of prepositions
- Subject restrictions in a sentence
- control of structures
Proof reading exercises of her own writing, her classmates' and specially
written texts as are found in the Masterclass CAE preparation course
- Grammar Dictation by R. Wajnfyb (1990) has many activities that
provide learners an opportunity to use and develop their productive
grammar through text creation. Learners' linguistic resources are
called upon as they pool their fragmented notes in a procedure which
involves teacher and students in communicative interaction
Continue to notice and record collocations for productive use
- Work on word formation with affixes
- Work on vocabulary building through outside reading
use of dictionaries both in class and for home study. Dictionaries
by J. Wright provides ideas for raising awareness of collocations
and use of affixes. (#2)
- The Collins Cobuild dictionary gives examples of 'real' collocations
and expressions. (#2)
- Using authentic texts from newspapers or other sources for noticing
exercises. Learners identify expressions and collocations and record
them in a logical format. (#2,4)
- Extensive reading for pleasure can aid tremendously in language
acquisition. I have recently convinced Beatriz to check out a book
from the school library.(#1,4)
- Test-teach-test activities can be used in class to aid word building
Discrimination between / / & /s/, / / & /d/, /i:/& /i/,
/i/ & /ai/, /s/ & /z/, /u/ & /u:/
- Also work on silent letters
Learn the phonetic script and use dictionary as resource(#4)
- Activities such as are found in Ship or Sheep, which contrast specific
phonemes, can be used at home or in class.(#3,1)
- To raise awareness: show Beatriz her spoken test transcript and
have her listen to her own voice to identify the problem areas. (#2)
- Spelling dictation (#3)
is important in the CAE exam
Spelling dictation (#3)
- Continued work on homophones: the odd one out. Dictation/word recognition
- In Advanced Listening and Speaking (1996) exercises 3.0-4.0 use
a guided discovery approach to understanding spelling rules and integrate
listening practice and spelling. (#1,3)
Keeping audience and register in mind (appropriacy in general is an
area to work on)
- Conventions of formal and informal letters - Planning before writing
Identifying purpose, audience, style and consequent choice of lexis.
Comparing, contrasting and identifying examples of authentic samples
such as magazines, reports, letters and so on.(#2,4)
- Reading each other's writing for homework and commenting on it.
- Writing by T. Hedge contains many useful ideas for generating ideas,
structuring and improving students' writing. (#1,2))
- Reformulation (#3,4)
- Communicating through a 'learner diary' (#3,4)
Work on text structure and recognizing cohesive devices
- Recognizing the importance of reading for pleasure in L2
Reordering of jumbled or cut up text, identifying cohesive links,
adding links to bare text or substitution noun/pronoun(#2)
- Allow time in class for students to discuss outside reading and
sharing of new vocabulary.(#1,3)
From the test results and my observations in class, Beatriz appears to
be a fair advanced student whose main areas to work on are vocabulary
development, control of register, spelling, and awareness of text structure
and cohesive devices. Her pronunciation needs to improve although her
accent does not impede understanding. If she continues to improve in the
areas mentioned, she should be able to achieve a pass grade in the exam
at the end of her course.
(2000) Language Teaching Methodology. Pearson Education Limited, Edinburgh.
K. (1988) Learning Strategies in Adult Migrant Education. Adelaide: NCRC.
Found in Nunan, D. 2000. Language Teaching Methodology. Pearson Ed. Ltd.,
M. (1999) Motivation in Language Learning. English Teaching Professional
issue 13, October1999
R.C. (1985) Social Psychology and Language Learning: the role of attitudes
and motivation. Edward Arnold 19885. Found in Williams, M. Motivation
in Language Learning. English Teaching Professional issue 13, October
A. (2001) Motivation: Where does it come from? Where does it go?. English
Teaching Professional issue 19 April 2001.
(1990) Testing for Language Teachers. CUP, Great Britian.
C.J., Clapham, C. & Wall, D. (1995) Language Test Construction and
Evaluation. CUP, Great Britian
L. (1995) The backwash effect: from testing to teaching. ELT Journal Volume
49/1 Junuary 1995. OUP
(1990) Communicative Language Testing. Prentice Hall International (UK)
A. (1997) Evaluating your Students. Richmond Publishing, London.
& Smith, B. (1987) Learner English: A teacher's guide to interference
and other problems. CUP, Cambridge
D. (1995) A Grammar of Speech. OUP, Oxford
(1988) Writing. OUP, Oxford
J. (1998) Dictionaries. OUP, Oxford
The Lexical Approach: The state of ELT and a way forward. LTP, Hove.
in Advanced English Handbook (2000) UCLES, Cambridge
report December 1997/ June 1998. UCLES, Cambridge
Shelton has been involved in EFL teaching since 1991 and has taught
adults from all over the world. Scott has taught multilingual groups
at St. Giles College in San Francisco, California and currently teaches
monolingual groups at International house in Madrid, Spain. He was
awarded his CELTA teaching certificate from St. Giles College and
also holds the Cambridge Diploma (DELTA) having followed the course
at the British Language Centre in Madrid. Scott is currently teaching
in New Zealand.
order to complete some of the work for my Teacher Development course,
and to be able to have better insight into the individuals that
make up this class, I would appreciate it if you could take a few
minutes to answer the following questions below. If you find any
of the questions to be too personal, feel free to leave them blank.
How long have you been learning English? Please recount any particularly
positive or negative previous learning experience that you have
brought to this course.
2. What are you personal interests outside of school?
3. What do you do for a living? Do you enjoy it? Do you find knowing
English at work useful? In what way?
4. Do you feel you have enough time to dedicate to your English
studies? If not, do you think that this is affecting your progress
in this course?
5. Which of the following best reflects your views of English?
a. I need to improve my English to pass this exam.
b. I feel comfortable using English at work and in social situations.
c. English is useful and necessary to know in Spain.
d. I see learning English as an opportunity, not as a problem to
e. Your own answer
6. What are your learning preferences? Do you feel that you learn
a. Alone, with the teacher directing the whole class?
b. In pairs?
c. In small groups, reporting back to the class?
d. In large groups completely on your own?
e. Other (explain)
7. Do you think you personally learn better by: (circle one or more)
a. Doing things? b. Seeing things? c. Hearing things? d. Being in
physical contact with things?
(please circle the ones that matter most)
you like learning by : f. Copying off the board?
a. Memory? . g. Listening and taking notes?
b. Problem solving? h. By reading and taking notes?
c. Getting information for yourself? i. Repeating what you hear?
How do you prefer to be corrected?
a. Immediately, in front of everyone
b. Later, at the end of the activity, in front of everyone.
c. Later, in private.
9. Do you mind if other students sometimes correct your written
Do you think it can help you as a writer:
10. Do you mind if your teacher asks you to correct your own work?
Do you think that this can help you as a writer?
take some time at home and answer any and all questions you feel
comfortable about answering and those that you feel are relevant.
This information will help your teacher to have a better understanding
of you and the others on this course and will have an effect on
how it is taught. Please answer as briefly or as in depth as you
1. In your opinion, is this course presently fulfilling your needs
and requirements for passing the CAE exam? If not, how would you
prefer to proceed and what do you think needs to be done?
What were your expectations of this course before you began? How
close to reality were they?
Do you feel you know what is expected on each paper of the exam?
If not, how would you rather receive more information-directly from
your teacher during class time or by reading relevant sections of
Cambridge published material?
Do you feel that you are making progress? If not, what do you think
could help you progress more?
What are your views of the course book and supplementary materials
used on this course? Are they relevant to your needs? Do you find
them interesting? If not, what more is needed, in your opinion?
What do you feel are your strengths and weaknesses? Reading writing
Do you feel that your pronunciation is adequate for your present
What do you feel are the areas you need to work on most? Are you
getting sufficient practice and input on these areas in class?
Which part of the exam do you feel most confident about?
Do you think you are reading and writing enough both inside and
outside of class in order to be able to deal with the exam requirements?
If not, how do you think this could be remedied?
Are there any particular problems you are having on this course?
Do you feel that you teacher is aware of this and provides opportunities
to work on this area in class?
Do you feel that your teacher is well prepared and uses class time
wisely? If not, please comment on how you think this could be improved
J. Wingate's 'learning preferences' in LTP (10/2000) issue 17)
the following from one (I don't like) to five (I like a lot)
In class I like talking in pairs 12345
In class I like talking about pictures 12345
In class I like talking about films 12345 68%
In class I like talking about video 12345
In class I like listening to cassettes 12345
I like practicing English outside class 12345
I like studying grammar 12345
I like reading English books 12345
I like reading English newspapers 12345 56%
I like studying alone 12345
I like finding my own mistakes 12345
I like working on problems set by the teacher 12345
I like to learn by watching 12345
I like listening to native speakers 12345
I like talking to friends in English 13245 66%
I like watching TV in English 12345
I like learning new words by hearing them 12345
I like learning by conversation 12345
I prefer the teacher to explain everything 12345
I like to have a textbook in a course 12345
I like to write everything in a notebook 12345
I like studying grammar 12345 76%
I like to learn by reading 12345
I like to learn new words by hearing them 12345
one - 'concrete'- These learners tend to like games, pictures,
films, video, using cassettes, talking in pairs and practicing English
two -'analytical' - These learners like studying grammar, studying
English books and reading newspapers, studying alone, finding their
own mistakes and working on problems set by the teacher.
three - 'communicative' - These learners like to learn by watching,
listening to native speakers, talking to friends in English and
watching TV in English, using English out of class in shops, trains
and so on, learning new words by hearing them, and learning by conversations.
four - 'authority oriented' - These learners prefer the teacher
to explain everything, like to have their own course book, like
to write everything in a notebook, like to study grammar, like to
learn by reading and learn new words by seeing them.
of different sections of CAE exam used in the diagnostic test
and guidelines of expectations based on successful completion of
reading section (4 parts)
Candidates are expected to be able to read and understand texts
taken from magazines, newspapers, leaflets, etc. They should demonstrate
a variety of reading skills including skimming, scanning, deduction
of meaning from context and selection of relevant information to
complete the given task. There are four compulsory texts, giving
a total of about 3,000 words. There are forty to fifty questions.
The three main task types are: multiple matching, multiple choice
and gapped text.
purposes of the diagnostic test, the first three texts were used
from an exam practice book. There were a total of 29 questions.
writing section (2 parts)
Candidates are expected to complete non-specialist writing tasks
in response to the stimuli provided (input text and task descriptions).
The input texts are taken from article, leaflets, notices, formal
and informal letters, etc. Both audience and purpose are made clear
in the task descriptions.
first part is compulsory and candidates must complete one or more
tasks in response to reading input, which is usually made up of
several short texts.
is the section that was chosen for the diagnostic test, as it is
the compulsory part and contained the task of writing both a formal
letter and a brief, informal letter as well.
second part (not included in the diagnostic test) involves choosing
one or four tasks from a range of writing activities (letters, article,
instructions, messages, etc.). Responses should be about 250 words
listening section (4 parts)
Candidates are expected to understand each text as a whole, gain
detailed understanding and appreciate gist and the attitude of the
speaker. They must also be able to identify and interpret the context.
Texts take the form of announcements, speeches, radio broadcasts,
are four parts lasting approximately forty-five minutes in all,
with a total of thirty to forty questions. The first two parts consist
of two short monologues, the third of a longer dialogue/interview
and the fourth of conversational extracts. The tasks candidates
are asked to perform include the following: information transfer,
multiple choice, various types of matching and note completion.
purposes of the diagnostic test, sections one, two and four were
The speaking paper is conducted by two examiners with a pair of
candidates. They must be able to demonstrate a range of oral skills:
interactional, social, transactional, negotiation and collaboration.
The test lasts about fifteen minutes.
candidates first respond to one another's and the Interlocutor's
questions about their interests, careers, etc. Each candidate is
then given a set of visual stimuli which serves to encourage a 'long
turn' from each candidate. The final two parts are linked. The candidates
first complete a collaborative task. This is followed by further
discussion between candidates and the Interlocutor on points, which
have arisen from the collaborative task.
the purpose of the diagnostic test, I conducted the speaking exam
with Beatriz and a classmate who volunteered to be her partner in
order to retain exam like authenticity.
use of English section
Candidates are expected to demonstrate the ability to apply their
knowledge of the language system by completing tasks based on authentic
passages. They must complete six tasks with a total of eighty items.
The tasks include the following types: cloze exercises, gap filling,
proof-reading exercises, word formation exercises and text completion.
To the editor
I'm writting with regard to the incident which occurred outside
My name is Paul Deane and am the "American Tourist" who
Malcom Taylor during the fatal day.
In orden to clearify the facts about that night, I would like to
explain what it
really happened. After the show, my friend and me noticed how a
man was attempting to steal Miss Erskine's handbag. Malcom ran bravely
help her and although he couldn't catch the thief, the handbag was
In this heroic action my friend got his face badly cut.
As I'm sure you'll have noticed, what happened and what your article
described had nothing to do with. Your article turned everything
down, either because a paragraph was missed or due to bad reporting.
It tends to misunderstands readers, making them think Malcom Taylor
the aggresor. Many other facts have been modified: it is said Miss
got cut, when the truth is Malcom did. Not only this, but it is
also said the
thief was arrested and that am American.
Such unforgivable mistakes can have only been caused by a horrendous
lack of information, and so I regard a clearifying article in which
will be described in details, and also an apologise to my friend
disafortunate incident. If you ignore my letter I'll be forced to
actions against your newspaper.
Yours faithfully, Paul Deane
1. My dear Malcom:
Don't worry about those inepts, I've already written them and I'm
rewritte the article.
None of your friends have ever believe those lyes. You are a wonderful
In who we all trust.
Best wishes, Paul
sections of the mock CAE oral interview between
myself, Beatriz and Claudia, a classmate. I have transcribed my questions
or instructions and Beatriz's answers as appropriate. The answers
of the other student participating, Claudia, are also transcribed
Please tell me what you know about Claudia.
1. Beatriz: Well, she's right now working, she's been living abroad
2. think, many years, I'm not sure about it. And she likes travelling
and she has ^ very good accent.
Teacher: Have you been studying English for a long time?
Beatriz: Yes, since I was three, at school
Tell me, what do you think you will be doing in two months time?
5. Beatriz: Well, I hope I'll be in the beach because it will be
summer. And I
hope I'll be with some of my friends having fun.
this part of the interview, the candidates are to compare and contrast
two or more pictures and say how the people might be feeling.
Beatriz: I can see in one of the pictures a man just up in a boat
8. could feel free as if he were flying as a bird and looking at
the sea. And
in another one you can see a man just up in the mountain. It seems
10. he has just climbed it because there is no other way to get
up there. So
11. he must be just glad of himself as he could get through this
12. mountain is quite difficult to climb. And he can only see the
13. the ceiling and he might feel so free but not as the other one
14. because the other one, he seems flying while in this one he
feels glad of
15. himself, proud and very happy. The other one might be a little
frightened because can fall in any minute but I don't think he cares
17. because he's just going forward and looking at the sun. In the
18. another one which is
is just in the ice, he might be freezing.
he seems, he's just, I think he's walking around. Probably he's
20. those person that like extreme sports.
Claudia has had her minute comparing and contrasting pictures that
show people taking a break, Beatriz was asked to comment on who
she thinks needs a break the most.
21. Beatriz: Oh, um..I have no doubt about that. Just the man who
22. from his work because he seems exhausted and depressed. I don't
he can manage his work so he's completely confused and he can't
about any other think about like different from his work.
this part the two candidates are discussing a set of pictures of
children and are asked to discuss together what aspects of childhood
the pictures show and then decide on which would appeal to people
most and how many to include in a set of stamps to commemorate an
international children's day.
Beatriz: I really like the one on the bottom right corner where's
26. girl with her mom's shoes, I guess, and shows the innocencey
27. childhood and how little girls like to be as her mom. So I think
28. be a good stamp to put in the collection. Do you think the same
Yes, I think it's a very nice picture and um
what about this
one? Perhaps could be the first one. When a person is a child, it's
like a baby
We could do a session of the pictures, starting with this one and
then, the one on the right and then we can choose this one.
Beatriz: Yes, with the girl with the shoes just
the girl with the shoes
32. Beatriz: at the bottom
and then which one would you think would be better, this one or
the other one?
Beatriz: Well, I don't think the one in the Bea
about the bears,
just in the middle
In the middle, yes
it would be a good idea because, well
35. think about just little kids or maybe more older ones
they are still with the mother, yes
Beatriz: yeah, but what do you think about this one, they are animals!
yes, yes, I think that's ok but they are not independent at all
so they are, they are keep with the mother but I think they are
bears, the bears
stay with their mother I think, more
than two years or something like that.
Beatriz:Umm, I don't know
38. Beatriz: But, I would rather just have pictures about little
Claudia: Um u-huh,Yes, yes. And here, at the left part at the bottom
there are children that are learning in the kindergarten, could
be, they are children about four years do you think?
Beatriz: yeah probably. Because I don't think they can read
they are start just looking pictures and learning the first words
40. Beatriz: Yes. And you can see how they are trying to see the
41. the pictures so they are
they want to learn and it shows
how they are
which one do you think, this one or that one?
Beatriz: Well the one in the upper left bottom, I don't really like
I don't know
I don't think the little kid's
cute, or either the
you don't like this picture?
not at all
Beatriz: yes, but I don't think it can gets the people because isn't
48. or it doesn't show anything about the kid
you don't think so.
And what about this one? I think they are indigens?
yes, could be from south america, or some part of this place?
51. Beatriz: yes, and it shows how they can also, well I think,
how they can
52. also live in the forest and be happy-well what do you think?
yes, perhaps, uh
they look very happy, they are smiling
and I think they are
they have a nice
uh..life, and uh
this one in the upper part? In the middle? I think it shows, uh
the childhood and everything, here. Every kind of children and erm
any kind of nationality
So, what did you decide? How many stamps and which ones are you
going to include?
Beatriz: I think there were four, the one of the little kid
the girl with her mother's shoes
55. Beatriz: Then the picture just drawn, like cartoons
yes and the bears
56. Beatriz: Well, I didn't think about the bears, I was thinking
about the one
of the South African boys
Yes, the one in the middle? The lower part in the middle?
Do you think that an international children's day is a good idea?
59. Beatriz: Well, I think it would be a good idea if it really
does something. Because if it's just the day and it doesn't
61. the kids because just older people know it, I don't think it
If you were organizing a children's day, which age group would it
be for and how would you arrange it?
62. Beatriz: Well, I would probably choose kids around ten years
because they are old enough to understand what you are telling them
64. but also they are young enough to change their look at it, their
Because older one I don't think they would pay much attention. Don't
you think so?
Yes, I agree with you.
66. Beatriz: And how would you arrange it?
with children approximately ten years old?
what do you mean with
Beatriz: Well, what would you do with them to, like, make them know
Well, its very difficult to
to describe it in a few words,
showing them some
and giving them some
something to read or perhaps they can
give you their own opinion about what would they want.
70. Beatriz: Yeah, I like the idea of the discussion
71. discuss about the different points of view and also I would
try to get
some foreign kids to, like, get friends of each other and to talk
their countries and the differences between them.
Yes, yes, it's very important because I think it's an international
day, so we can choose children from different countries and from
places of the world
74. Beatriz: Yes, because if not maybe you can tell them the difference
75. they don't really get them, well if they see the kid and he's
76. his life and how he saw Spain
they'd probably really think
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