1 / 51

From learner corpus to learner autonomy: bridging the gap between FCE and CAE

In this talk I will look at. how students' profiles change as they move from B2 to C1differences between First Certificate candidates and CAE candidates as shown by the Cambridge Learner Corpus (CLC) some differences in competencies and objectives between the two levels as revealed by the Common E

uriel
Download Presentation

From learner corpus to learner autonomy: bridging the gap between FCE and CAE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. From learner corpus to learner autonomy: bridging the gap between FCE and CAE Guy Brook-Hart Cambridge University Press Moscow, 20th April 2009

    2. In this talk I will look at how students’ profiles change as they move from B2 to C1 differences between First Certificate candidates and CAE candidates as shown by the Cambridge Learner Corpus (CLC) some differences in competencies and objectives between the two levels as revealed by the Common European Framework (CEF) discuss how this information can help in designing more focused course materials and teaching approaches.

    3. Examples will be taken from Complete First Certificate (Cambridge University Press 2008) Complete CAE (Cambridge University Press 2009)

    4. 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 take more responsibility for their learning can deal with more sophisticated topics. they’ve seen it all before.

    5. 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).

    6. 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.)

    7. What is the Cambridge Learner Corpus (CLC)? More than 125,000 scripts from Cambridge ESOL Writing Papers allowing analysis of errors according to level L1 type of error. Examples of real student mistakes.

    8. What is the Cambridge Learner Corpus (CLC)? Exclusive to Cambridge ESOL Cambridge University Press

    9. What information can it give? Grammar errors Ana was dating Bob, that was Christine's boyfriend… I am a 15 year old girl that speaks the English language fluently…

    10. What information can it give? Grammar errors I think the better thing we have to do is... Laura was more calm and a little bit frightened.

    11. 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.

    12. What information can it give? Lexical errors …a fiesta with typical Spanish clothes… I hope your holiday was funny.

    13. What information can it give? Collocation errors I felt free to use the phone and I did some phone calls home. It was an important day and I had to hold a speech in front of international visitors.

    14. What information can it give? Spelling errors confortable belive preffer accomodation excelent

    15. 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.

    16. 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.

    17. 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.

    18. Do students continue to make the same mistakes at CAE level as at FCE? Yes, in many cases but fewer.

    19. 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. Have a hand-out here where audience have to sort out which are FC errors and which CAE.Have a hand-out here where audience have to sort out which are FC errors and which CAE.

    20. 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) CAE errors: Lexical Discourse management / linking phrases Infinitive vs –ing Collocation errors – expressing contrast, concession, purpose, cause and result (may reflect type of tasks) Articles and determiners Prepositions Modal verbs Conditionals Past simple present perfect confusions 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) Missing preposition Verb agreement errors Wrong adjective Wrong noun form (singular/plural) Derivation of adjective Wrong adverb Wrong determiner Missing pronoun Spelling confusion Derivation of noun Wrong pronoun Derivation of adjective Derivation of noun Missing determiner Missing preposition Missing pronoun Missing punctuation Spelling (accommodation spelt accomodation the most frequent) Spelling confusion Verb agreement errors Wrong adjective Wrong adverb Wrong determiner Wrong noun Wrong noun form (singular/plural) Wrong preposition Wrong pronoun Wrong punctuation Wrong tense of Verb Wrong verb Wrong verb form (to+ infinitive or +-ing) CAE errors: Lexical Discourse management / linking phrases Infinitive vs –ing Collocation errors – expressing contrast, concession, purpose, cause and result (may reflect type of tasks) Articles and determiners Prepositions Modal verbs Conditionals Past simple present perfect confusions 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) Missing preposition Verb agreement errors Wrong adjective Wrong noun form (singular/plural) Derivation of adjective Wrong adverb Wrong determiner Missing pronoun Spelling confusion Derivation of noun Wrong pronoun Derivation of adjective Derivation of noun Missing determiner Missing preposition Missing pronoun Missing punctuation Spelling (accommodation spelt accomodation the most frequent) Spelling confusion Verb agreement errors Wrong adjective Wrong adverb Wrong determiner Wrong noun Wrong noun form (singular/plural) Wrong preposition Wrong pronoun Wrong punctuation Wrong tense of Verb Wrong verb Wrong verb form (to+ infinitive or +-ing)

    21. Most frequent CAE errors are 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) CAE errors: Lexical Discourse management / linking phrases Infinitive vs –ing Collocation errors – expressing contrast, concession, purpose, cause and result (may reflect type of tasks) Articles and determiners Prepositions Modal verbs Conditionals Past simple present perfect confusions 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) Missing preposition Verb agreement errors Wrong adjective Wrong noun form (singular/plural) Derivation of adjective Wrong adverb Wrong determiner Missing pronoun Spelling confusion Derivation of noun Wrong pronoun Derivation of adjective Derivation of noun Missing determiner Missing preposition Missing pronoun Missing punctuation Spelling (accommodation spelt accomodation the most frequent) Spelling confusion Verb agreement errors Wrong adjective Wrong adverb Wrong determiner Wrong noun Wrong noun form (singular/plural) Wrong preposition Wrong pronoun Wrong punctuation Wrong tense of Verb Wrong verb Wrong verb form (to+ infinitive or +-ing) CAE errors: Lexical Discourse management / linking phrases Infinitive vs –ing Collocation errors – expressing contrast, concession, purpose, cause and result (may reflect type of tasks) Articles and determiners Prepositions Modal verbs Conditionals Past simple present perfect confusions 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) Missing preposition Verb agreement errors Wrong adjective Wrong noun form (singular/plural) Derivation of adjective Wrong adverb Wrong determiner Missing pronoun Spelling confusion Derivation of noun Wrong pronoun Derivation of adjective Derivation of noun Missing determiner Missing preposition Missing pronoun Missing punctuation Spelling (accommodation spelt accomodation the most frequent) Spelling confusion Verb agreement errors Wrong adjective Wrong adverb Wrong determiner Wrong noun Wrong noun form (singular/plural) Wrong preposition Wrong pronoun Wrong punctuation Wrong tense of Verb Wrong verb Wrong verb form (to+ infinitive or +-ing)

    22. 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.

    23. 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.

    24. 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…).

    25. Absence of errors at FCE level may indicate unawareness of the grammar, or other grammar mistakes are much more frequent.

    26. Grammar at FCE level should therefore: cover the main areas of grammar work on areas where students have problems

    27. 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.

    28. The CLC can help to provide a lexical syllabus based on vocabulary students are trying to use, but making mistakes with.

    29. 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.

    30. 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.

    31. Collocation errors at FCE: Make, do and give: make a mistake, do a job, give a speech etc.

    32. 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.

    33. 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.

    34. Going on to CAE (source IELTS Handbook) C2 (7.5+) C1 (6.5-7) B2 (5-6) Why go on to C1 level? Lengths of time students take to get to these levels How C1 sts may be different they’re good at language learning, probably intelligent and with the right materials probably enjoy it. they display high motivation they are likely to be more mature and therefore take more responsibility for their learning they often know more than they realise, but they also often realise what theyd do not know they’ve seen it all before they’re familiar with coursebook and classroom routines (they won’t want to be patronised, but they will want to be challenged) they feel the end is in sight (and this may increase motivation) they can tell a good teacher from a bad one and they recognise when a class has been prepared 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 speakers.)Why go on to C1 level? Lengths of time students take to get to these levels How C1 sts may be different they’re good at language learning, probably intelligent and with the right materials probably enjoy it. they display high motivation they are likely to be more mature and therefore take more responsibility for their learning they often know more than they realise, but they also often realise what theyd do not know they’ve seen it all before they’re familiar with coursebook and classroom routines (they won’t want to be patronised, but they will want to be challenged) they feel the end is in sight (and this may increase motivation) they can tell a good teacher from a bad one and they recognise when a class has been prepared 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 speakers.)

    35. How long from FCE to CAE?

    36. How does the CEF describe differences between B2 and C1?

    37. Listening

    38. Listening

    39. Reading

    40. Reading

    41. Speaking

    42. Speaking

    43. Writing

    44. Writing

    45. 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

    46. Complete First Certificate (Cambridge University Press 2008) and Complete CAE (Cambridge University Press 2009) teach CEF competencies are Corpus-informed throughout.

    47. 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.

    48. 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.

    49. 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.

    50. 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).

    51. Useful websites www.cambridge.org/corpus http://www.cambridge.org/elt/completecae http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/portfolios.html/ guybrookhart@gmail.com

More Related