by Prof. Ryhana Raheem Open University of Sri Lanka Overview of Presentation Complexities of Language Proficiency English for Academic Purposes Establishing Benchmarks for Academic English UTEL and the Test of English Proficiency Performance of Institutions on the Test of English Proficiency • BICS - Basic Interpersonal Communication Skills • CALP – Cognitive Academic Language Proficiency Relatively easy to acquire Takes 2 – 3 years Mostly oral Cognitively undemanding Context embedded –meaning can be guessed at from visual or other clues Complex Takes 5 – 7 years to master Cognitively demanding Involves tasks such as comprehension, synthesis, analysis Context reduced- few clues available Requires a good command of language Academic reading Academic writing Reference skills Participation in seminars and discussions Listening and Notetaking/Note Making Participating in seminars/tutorials/ discussions/supervision – listening and note-taking – asking questions, asking for clarification – answering questions; explaining – agreeing and disagreeing; stating points of view; giving reasons; interrupting – speaking with(out) notes: giving a paper/oral presentations, initiating comments, responding; verbalising data R.R. Jordan (1997) Complexities of Sri Lankan University System vis-a-vis English National Universities – established at various times, and varying in size and resources Each university caters to a variety of Faculties Wide discrepancy in student standards of English – at entry Standards of English within universities – not uniform as different Faculties demand different levels of proficiency Outcome of ELTU Development Project sponsored by the British Council Identified by all Heads of University ELT Units as a priority activity Design concept based on Common European Framework-facilitated by John Slaght of the Centre for Applied Linguistics and Language Studies, University of Reading, UK. • University of Colombo – Dr D Mendis, Ms N Mahesan, Ms S Ilangakoon, Ms R Kulasingham • University of Kelaniya – Ms D Wettewa • University of Peradeniya – Ms C Ellawala • University of Sri Jayawardenepura – Ms P Nagasunderam, Ms C Galapatti, Mr DLS Ananda • Open University of Sri Lanka – Prof R Raheem, Ms D Devendra, Ms V Medawattegedera, Ms R De Silva English Language Skills Minimum Level - UTEL Level 5 Can make use of visual layout and more complex punctuation in order to get a general understanding of a text Can identify & understand the main ideas in a more complex text Reading Can use contextual, structural and morphological clues to deduce meaning of unfamiliar words and phrases Can understand negation, simple passive structures and functions of basic modals Can infer implicit information in simple texts Can write down notes if they are dictated slowly Can use all basic tenses appropriately to convey meaning with a fair degree of accuracy and fluency Writing Can handle relative pronouns and more complex coordinating and subordinating conjunctions (e.g. ‘because’ ‘since’ ‘while’ etc) appropriately Can handle complex punctuation (e.g. comma as a clause marker, hyphen in compound words) Can summarize a short text on a familiar subject with a fair degree of accuracy English Language Skills Minimum Level - UTEL Level 5 Can identify and understand the key ideas in a longer text.(e.g. lecture) Can understand simple explanations and descriptions in short academic texts Listening Can understand internal cohesion (e.g. within a paragraph) Can understand instructions pertaining to a process (e.g. an experiment) Can comprehend fairly complex questions (e.g. with modals and/or embedding) Can cope with a limited range of features of spontaneous speech (e.g. false starts, fillers, hesitation, rephrasing) Can use a limited range of cohesive devices to make a short speech on a general topic Speaking Can use simple “WH” and “yes/no” questions appropriately to ask for information Can provide appropriate responses to fairly complex questions with a reasonable degree of accuracy Can express opinions on familiar topics with a reasonable degree of fluency and accuracy English Language Skills – UTEL Level 6 Can differentiate main ideas from supporting details in complex texts Can identify and understand internal cohesion. (e.g. relating one part of Reading the text to another) Can identify and understand the functions of discourse markers Can understand cause and effect, definitions, comparisons contrast Can extract appropriate information from complex texts Can summarise a longer and more complex text in one’s own academic discipline with a reasonable degree of accuracy Can describe a process using sequence markers with a fair degree of accuracy Writing Can make notes from a text in one’s own academic discipline or on a familiar topic Can express notions of cause and effect, comparison and contrast, definitions fact, opinion etc with minimum errors in academic writing Can write short reports/essays with a reasonable degree of accuracy and fluency English Language Skills – UTEL Level 6 Can take down effective notes Can draw inferences from academic texts Can understand opinions in and draw inferences from short ac Listening texts Can differentiate between main and supporting ideas and take down notes appropriately in short spoken discourse (e.g. lectures) Can distinguish between formal and informal styles of discourse Can interact in small groups on familiar topics Speaking Can speak with confidence and an acceptable degree of fluency on familiar topics English Language Skills – UTEL Level 7 Can understand implicit information in complex texts by making inferences Reading Can distinguish between fact, supposition, opinion, arguments etc Can identify and understand complex grammatical structures Can relate one part of a text to another Can write short articles, assignments, tutorials with minimum errors Writing Can handle descriptive, narrative, expository and argumentative prose with a reasonable degree of accuracy and fluency Can sustain a certain degree of coherence in an extended piece of academic writing English Language Skills – UTEL Level 7 Can identify and understand illustrations, examples and digressions and deviations in academic discourse Can identify and understand discourse markers which signpost rhetorical structure of a fairly lengthy text/mini lecture/short talk Listening Can identify and comprehend points made by multiple speakers(peers) including asides and incomplete utterances Can identify various registers Can take down notes appropriately on more complex academic texts Can participate in informal peer group discussions on academic topics using appropriate interactive strategies Speaking Can make a short formal presentation Can handle questions of clarifications, suggestions, comments etc. related to the presentation 8 Reading Writing Can identify and understand ambiguity in long and complex academic texts Can handle all cohesive devices to maintain flow and coherence in a piece of writing Can understand the writer’s intention, attitudes, and tone Can understand ellipsis Can use register and style appropriately Can complete academic writing tasks with accuracy and fluency Can understand functions of complex punctuation Can respond critically to complex academic texts Can understand and interpret attitudes, opinions and stance of most speakers in a discussion Can identify and understand the rhetorical structure of a text – cause and effect, comparisons, contrast etc Can comprehend and take notes on complex academic discourse Can comprehend abstract concepts in complex texts 9 Listening Can write a summary of a thesis Can summarise and paraphrase complex academic texts Can handle a wide range of academic tasks (e.g. Project reports, expository or argumentative thesis) Can analyse complex argumentation in an academic text Can convey value judgements and critical comments convincingly Can skillfully handle a wide range of structure, styles and vocabulary Speaking Can make an effective seminar/research paper presentation. Can defend one’s position on an academic topic with confidence Can make effective contributions to discussions and debates in an academic context. Can understand and distinguish between primary and anecdotal discourse. (e.g. asides) Can participate effectively and appropriately in a multispeaker environment Can understand and follow academic discourse in a multi speaker environment in any variety of English with ease Can present and defend academic papers and research proposals with fluency and grammatical accuracy Can perform eloquently and effectively in any context Writing – Composition (Short argumentative essay) – Describing a graph Reading – Comprehension passages Speech – Personal Interview – Short speech on given topic Listening – Comprehension passage Scope of TEP Project 2009 Test samples of students from a variety of disciplines across 12 universities and 2 private sector institutions that had been granted QEF funding by the IRQUE Project, a World Bank funded project for conventional universities and institutions Each sample to consist of 50 students 27 groups Details of Test of English Proficiency (TEP) -2009 Level tested – Benchmark 5 abilities Academic level- Completed 2 years of study All four language skills tested-as decided for UTEL 2 tasks per Skill Test administered to 25 groups across 12 universities and 2 private sector institutions Internationally moderated+ locally moderated Disciplines Tested & Participant Institutions • Medicine: Colombo, SJP, Ruhuna, Jaffna • Science: Jaffna, Peradeniya, Kelaniya, Rajarata, Sabaragamuwa • Agriculture: Peradeniya, Eastern, Sabaragamuwa • Accountancy: ICASL, Kelaniya, SJP • IT: APIIT • Engineering(Civil, Mechanical, Chemical): Moratuwa • Earth Sciences: Moratuwa, • Management and Commerce: SJP, Kelaniya • Social Sciences: South Eastern, Peradeniya • Languages: South Eastern • Veterinary Science: Peradeniya • Food Science: Wayamba Average Performance in Reading by Institutions 40 37.4 37.6 30.1 30 33.4 33.8 34.6 34.7 34.7 27.8 28.3 24.7 22.2 23.3 20 15.2 11.8 10 SEUSL PDN KLN PDN RJRT JFN EUSL APIIT SABA MWAWYMB MWA Name of the University JFN ICASL KLN MWA SJP Med. Vet. Sci. Med. Acct. Med. Chem.Eng. Bio. Sci Acct. Med. Civil Eng. Mech. Eng. Food Sci. Earth Res. App.Sci. Agri. IT Agri. Phy.Sci. App.Sci. Sci. Mgt. Com Bus. Mgt. Sociol. Langs. 0 Soc.Sci Average Mark 26.7 26.7 31.8 31.2 31.2 32.5 32.7 35.8 36.1 36.2 SJP RUH PDN CMB Average Performance in Writing by Institutions 30 26.4 25.5 22.2 22.2 23.0 23.2 23.4 20 18.5 18.5 19.5 19.0 19.3 17.5 16.9 17.2 16.4 16.8 14.9 12.4 10.0 10 7.4 SEUSL JFN KLN PDN SABA MWA KLN PDN JFN EUSL SABA KLN MWA Med. Med. Appl.Sci Med. Acct. Food Sci. Mech. Eng. Acct. Sci. IT Chem.Eng. Civil Eng. Bio. Sci. Agri. Agri. Med. Sociol. Bus. Mgt. Earth Res. Appl.Sci Vet. Sci. Mgt. Com Phy.Sci. Langs. 0 Soc.Sci Average Mark 20.8 20.8 20.9 21.2 APIIT PDN SJP MWAWYMBICASL SJP RJRT RUH CMB Name of the University Average Performance in Listening by Institutions 40 34.9 32.8 33.2 33.3 31.3 31.4 23.8 24.6 24.9 25.2 25.8 26.1 26.8 27.0 28.0 28.0 28.3 28.3 28.5 22.6 19.8 20 17.5 15.2 10 SEUSL JFN KLN MWA SABA MWA PDN SABA EUSL SJP Vet. Sci. Med. Acct. Med. Bio. Sci.s Civil Eng App.Sci IT Med. Chem.Eng. Food Sci Sci. Med. Acct Agri. Agri. Socio Earth Res App.Sci Mech. Eng Bus. Mgt. Mgt. Com Phy.Sci. So.Sci 0 Lang.s Average Mark 30 29.1 29.3 JFN PDN WYMBMWA RUH APIIT RJRT MWA KLN SJP ICASL CMB PDN Name of the University Average Performance in Speech by Institutions 40 34.3 32.9 29.7 29.9 30.8 27.8 28.3 25.4 25.4 21.9 19.0 20 19.7 26.2 26.6 23.5 23.6 23.8 24.1 22.8 22.8 23.0 20.6 15.4 13.2 14.2 10 SEUSLPDNSEUSL KLN PDN KLN EUSL SABA MWA RJRT MWAWYMBICASL RUH SJP PDN MWA CMB SJP Name of the University Med. IT Phy.Sci. Med. Med. Chem.Eng. Vet. Sci. Acct. Med. Acct. Food. Sci Mech. Eng. Appl.Sci Earth Res. Civil Eng. Appl.Sci Agri. Agri. Bio. Sci. Sci. Bus. Mgt. Mgt. Com. Langs. Sociol. 0 Soc.Sci. Average Mark 30 JFN APIIT JFN Performance in Reading (all students = 845) Mean 29.86 Standard Deviation 9.29 Mark Range in Reading Performance in Reading (All Students) 400 357 350 N o. of Students 300 240 250 = 125 200 150 123 92 100 50 33 0 0-10 11-19 20-29 M ark Range 30-39 40-50 Performance in Writing (all students = 845) Mean 18.85 Standard Deviation 7.55 Mark Range in Writing Performance in Writing (All Students) 400 360 350 296 N o. of Students 300 250 200 = 476 150 116 100 68 50 5 0 0-10 11-19 20-29 M ark Range 30-39 40-50 Performance in Listening (all students = 845) Mean 27.13 Standard Deviation 8.27 Mark Range in Listening Performance in Listening (All Students) 400 367 350 300 No. of Students 268 250 200 = 150 150 125 100 60 50 25 0 0-10 11-19 20-29 Mark Range 30-39 40-50 Performance in Speech (all students = 845) Mean 24.12 Standard Deviation 8.47 Mark Range in Speech Performance in Speech (All Students) 400 368 350 N o. of Students 300 250 200 =248 213 184 150 100 50 39 35 0 0-10 11-19 20-29 M ark Range 30-39 40-50 Findings of TEP Variation in performance across the University system Overall - Writing is a weak skill Benchmark 5 could be accepted as an appropriate standard for undergraduates in second year of study Performance in Reading, Speech and Listening – satisfactory at Benchmark 5 level Problems and Issues Non-professionalism of Some QEF Coordinators Unacceptable interpersonal behaviour Unhelpful/uncooperative Inability to cope with email correspondence Unacceptable standards of student behaviour within the examination hall General knowledge of students – very limited Suggestions for incorporating Benchmarks into University ELT programmes Identify Benchmark level of students at entry –Faculty/discipline-wise Define target Benchmark level(s) for different years of study – Faculty/disciplinewise Match target level(s) with current level and identify what can be achieved within academic time provided Design ELT courses with Benchmarks as objectives Use Benchmarks as guide to evaluation Thank you for your attention
© Copyright 2024 ExpyDoc