From FCE to CAE: changing profiles and changing aims Guy Brook-Hart
XIII NATIONAL FENAPIUPE CONGRESS 25th September 2009
In this talk I will look at • how students’ profiles change as they move from B2 to C1 • some differences in competencies and objectives between the two levels as revealed by the Common European Framework (CEF) • differences between First Certificate candidates and CAE candidates as shown by the Cambridge Learner Corpus (CLC) • discuss how this information can help in designing more focused course materials and teaching approaches.
Examples will be taken from Complete First Certificate (Cambridge University Press 2008) Complete CAE (Cambridge University Press 2009)
Going on to CAE
•
C2 (7.5+)
•
C1 (6.5-7)
•
B2 (5-6)
(source IELTS Handbook)
How long from FCE to CAE?
How are advanced students different from upper-intermediate students? • they’re clearly good at language learning and with the right materials probably enjoy it. • they generally display high motivation. • they are likely to be more mature and therefore o take more responsibility for their learning o can deal with more sophisticated topics. • they’ve seen it all before.
How are advanced students different from upper-intermediate students? • they’re (even more) familiar with coursebook and classroom routines (they won’t want to be patronised, but they will want to be challenged). • They’re more self-confident about their abilities and may be more demanding of their teachers. • they feel the end is in sight (and this may increase motivation).
How are advanced students different from upper-intermediate students? • they’ll make their own decisions about what’s worth studying, what can be ignored. This will be based on • whether they think they will ever use the language / see it again • how difficult it is • whether it will come in the exam. (Course books at advanced level often present language which is only appropriate for native / near-native speakers.)
How does the CEF describe differences between B2 and C1?
Listening B2
C1
I can understand in detail what is said to me in standard spoken language even in a noisy environment.
I can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
I can understand lectures, talks and reports in my field of professional or academic interest even when they are propositionally and linguistically complex.
Listening B2
C1
I can understand in detail what is said to me in standard spoken language even in a noisy environment.
I can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
I can understand lectures, talks and reports in my field of professional or academic interest even when they are propositionally and linguistically complex.
CFCE p99 CCAE p81
Reading B2
C1
I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests or my job, and decide if a closer reading is worthwhile.
I can read complex reports, analyses and commentaries where opinions, viewpoints and connections are discussed.
I can understand in detail texts within my field of interest or the area of my academic or professional speciality.
I can go beyond the concrete plot of a narrative and grasp implicit meanings, ideas and connections.
Reading B2
C1
I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests or my job, and decide if a closer reading is worthwhile.
I can read complex reports, analyses and commentaries where opinions, viewpoints and connections are discussed.
I can understand in detail texts within my field of interest or the area of my academic or professional speciality.
I can go beyond the concrete plot of a narrative and grasp implicit meanings, ideas and connections.
Cfce102-103 Ccae 12-13
Speaking B2
C1
I can initiate, maintain and end I can keep up with an animated discourse naturally with effective turn- conversation between native speakers. taking. I can exchange considerable quantities I can use the language fluently, of detailed factual information on accurately and effectively on a wide matters within my fields of interest. range of general, professional or academic topics.
Speaking B2
C1
I can initiate, maintain and end I can keep up with an animated discourse naturally with effective turn- conversation between native speakers. taking. I can exchange considerable quantities I can use the language fluently, of detailed factual information on accurately and effectively on a wide matters within my fields of interest. range of general, professional or academic topics.
Cfce 67-68 Ccae 57
Writing B2
C1
I can write clear and detailed texts (compositions, reports etc) on various topics related to my field of interest.
I can express myself in writing on a wide range of general or professional topics in a clear and user-friendly manner.
I can develop an argument systematically in a composition or report, emphasising decisive points and including supporting details.
I can present points of view in a comment on a topic or an event, underlining the main ideas and supporting my reasoning with detailed examples. I can write texts which show a high degree of grammatical correctness and vary my vocabulary and style according to the addressee, the kind of text and the topic.
Writing B2
C1
I can write clear and detailed texts (compositions, reports etc) on various topics related to my field of interest.
I can express myself in writing on a wide range of general or professional topics in a clear and user-friendly manner.
I can develop an argument systematically in a composition or report, emphasising decisive points and including supporting details.
I can present points of view in a comment on a topic or an event, underlining the main ideas and supporting my reasoning with detailed examples. I can write texts which show a high degree of grammatical correctness and vary my vocabulary and style according to the addressee, the kind of text and the topic.
Cfce 112 Ccae 144-145
What is the Cambridge Learner Corpus (CLC)? More than 100,000 scripts from Cambridge ESOL Writing Papers allowing analysis of errors according to • level • L1 • type of error. Examples of real student mistakes.
What is the Cambridge Learner Corpus (CLC)? Exclusive to • Cambridge ESOL • Cambridge University Press
How does the Cambridge Learner Corpus (CLC) help us to understand changing student profiles? It permits analysis of errors according to • candidate’s level • candidate’s first language • type of error e.g. grammar, lexis, collocation, spelling etc. i.e. the language students are trying to use and where they are having problems.
This allows the course book writers at FCE level to • cover the main grammar areas, but focus on the aspects of each grammar area where students are having problems.
Modals to express ability – Can instead of could in conditionals (including polite requests) and other hypothetical situations It's a mountain bike and if you can see it, I'm sure that you'd like it. – Can instead of could for past situations In contrast to this, I can swim when I was six.
The CLC allows the course book writers at CAE level to • see what areas of grammar students are trying to use and where they are having problems • design activities and exercises to resolve the problems.
Do students continue to make the same mistakes at CAE level as at FCE? • Yes, in many cases • but fewer.
How errors change from FCE to CAE: • Many errors cease to be statistically significant e.g. adjectives + -ed / + -ing; errors with modals to express obligation / possibility. • Lower frequency of grammatical errors • CAE grammar errors tend to be: wrong preposition, wrong determiner, wrong verb tense, verb form, or verb agreement; missing or wrong pronoun; linking words / phrases.
Which is the most frequent area of CAE errors? • Missing determiner • Missing punctuation • Spelling (accommodation spelt accomodation the most frequent) • Wrong noun • Wrong preposition • Wrong punctuation • Wrong tense of Verb • Wrong verb • Wrong verb form (to+ infinitive or + -ing)
Most frequent CAE errors are 1. 2.
3. 4. 5. 6. 7. 8. 9.
Missing punctuation Spelling (accommodation spelt accomodation the most frequent) Wrong preposition Wrong verb Missing determiner Wrong punctuation Wrong tense of Verb Wrong noun Wrong verb form (to+ infinitive or +-ing)
Typical CAE verb errors: • • • •
He can to come here to attend the interview. You can combined different colours if you want. I accept the employment you had offered me. I cannot believe my eyes when I saw the figures.
Many errors indicate carelessness, suggesting • where in FCE we may place emphasis on encouraging fluency, • at CAE level learners have achieved fluency but often at the expense of accuracy.
In many cases, absence of errors at CAE level indicates • learners have learnt the grammar, or • have strategies for avoiding the grammar (especially in an exam situation), (e.g. participle clauses: Having finished my studies…) or • the grammar is rarely required in writing tasks (e.g. If only…).
Absence of errors at FCE level may indicate • unawareness of the grammar, or • other grammar mistakes are much more frequent.
Grammar at FCE level should therefore: • cover the main areas of grammar • work on areas where students have problems
Grammar at CAE level should: • cover areas of grammar which students will clearly need for performing speaking and writing tasks at this level • work on areas where students are still having problems • teach what students appear to be avoiding. CAE error: At the same time, I noticed some drawbacks, nevertheless they did not concern every student. Ccae 110
The CLC can help to provide a lexical syllabus based on vocabulary students are trying to use, but making mistakes with.
Some typical lexical confusions at FCE: • work and job I had a part-time work at a pop concert in the Tokyo Dome. • trip, travel and journey I had to make a travel to my parents’ house. • space, room, place They don’t have enough place to store all the rubbish. • stay, spend and pass Maybe it would be better to stay all the time in the camp. • hope and wish I wish you answer me soon.
Cfce 63
Some FCE lexical errors persist to CAE, e.g.: • Know, learn and find out: You must go to the information desk to know where to pick up your luggage. • Give, provide and offer: The university catering service aims to give food at low cost.
Ccae 93
Collocation errors at FCE: • Make, do and give: make a mistake, do a job, give a speech etc.
cfce 13-14
Collocation errors are more significant at CAE as other errors are less frequent, e.g.: • Get: get (not have) advice, get (not become) wet etc. • Misuse of big, wide, large, strong, great and high: – – – – – –
The clothes come in a big variety of colours. He has a wide teaching experience. There is a large choice of activities. We heard a strong noise coming from the street. He has great experience of voluntary work I’d recommend her because of her high qualifications.
Ccae 62
Conclusions: • CAE students need to work on collocations • They struggle to express themselves emphatically i.e. they can manage the broad aspects of communication, but they struggle to nuance what they want to say.
Summary: • There are strong reasons for studying English to C1 level. • The CEF provides a constant reference for teachers and students about the skills and competencies they need to acquire. • The CLC pinpoints the grammatical and lexical areas where students are having problems when working towards those competencies. • Course material and syllabuses need to reflect these concerns
Complete First Certificate (Cambridge University Press 2008) and Complete CAE (Cambridge University Press 2009)
• teach CEF competencies • are Corpus-informed throughout.
Complete First Certificate Student’s Book • has been written specifically for the new FCE exam (December 2008) • is aimed at students aged 16 - 18 and young adults has 16 units containing • skills for one part of each FCE paper (Reading, Writing, Use of English, Listening and Speaking) • Corpus-informed vocabulary and grammar input.
Complete CAE Student’s Book • has been written specifically for the new CAE exam (December 2008) • is aimed at students young adults has 14 units containing • skills for one part of each CAE paper (Reading, Writing, Use of English, Listening and Speaking) • Corpus-informed vocabulary and grammar input.
They have • • • •
a 16-page Grammar reference section an 8-page Writing reference section a 4-page Speaking reference section a complete model exam for the new exam, supplied by Cambridge ESOL • a CD-ROM for self-study.
Other components • A Teacher’s Book with step-by-step teaching notes, photocopiable activities, progress tests, photocopiable word lists, answer keys and recording scripts. • 3 audio CDs including recordings for the model Listening Paper supplied by Cambridge ESOL. • A Workbook with audio CD (authors Barbara Thomas and Amanda Thomas).
Useful websites www.cambridge.org/corpus
http://www.cambridge.org/elt/completecae www.coe.int/ guybrookhart@gmail.com