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Developing Online Tests
Needs and Provisions
Martin BeckGeoff Tranter ALTE 2011, Krakw
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Agenda:
1. What do we understand by Technical English
2. Special Features of Technical English
3. Consequences and Examples
4. Possile Test Formats
5. Initial Experience
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1. What do we understand by Technical English
Wikipedia:The page "Technical English" does not exist. You
can ask for it to be created, but consider checkingthe search results below to see whether the topicis already covered.
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1. What do we understand by Technical English
Wikipedia:
English for Specific Purposes (ESP) is a sphere of
teaching English language including Business English,Technical English, Scientific English, English for medicalprofessionals, English for waiters, English for tourism,
English for Art Purposes, etc. Aviation English as ESP istaught to pilots, air traffic controllers and civil aviationcadets who are going to use it in radio communications.
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1. What do we understand by Technical English
Technical English is the language used by professionals andartisans working in technical and scientific fields at various
.Technical English is built on a common core of grammar andvocabulary that can be found in everyday English. Howevertechnical English also encompasses some highly specializedand specific terms that would not be part of a lay personsvocabulary and it is this crucial feature that characterizes anddistinguishes Technical English.Technical English is essentially lexical in its distinct nature.But this is not its only defining feature. Technical English
typically relies significantly on pictorial and graphicrepresentation.
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1. What do we understand by Technical English
Definition of ESPAbsolute characteristics
ESP is defined to meet specific needs of the learners.ESP makes use of underlying methodology andactivities of the discipline it serves.
ESP is centered on the language appropriate to theseactivities in terms of grammar , lexis , register, studyskills, discourse and genre .
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1. What do we understand by Technical English
Variable characteristicsESP may be related to or designed for specific disciplines.
ESP may use, in specific teaching situations, a differentmethodology from that of General English.ESP is likely to be designed for adult learners, either at atertiary level institution or in a professional work situation.It could, however, be for learners at secondary schoollevel.ESP is generally designed for intermediate or advancedstudents.
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Questions:
1. What do we understand by Technical English
and Business English?
# Do they have the same status?
# Is TE a branch of BE? Or is BE a branch of TE?
# Is Legal English or Medical English a type of TE?
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a) The wide range of Content Areas
2. Special Features of Technical English
# Would a common core simply dilute TE and make it
less relevant for everybody?
# Are the differences compared to General Englishsimply lexical?
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a) The wide range of Content Areas
2. Special Features of Technical English
Any othersuggestions?
Technical English for Architecture
Technical English for Biology
Technical English for Biotechnology and Food Science
Technical English for Chemical Engineering and Chemistry
Technical English for Civil Engineering
Technical English for Mathematics
Technical English for Mechanical Engineering
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b) The Language Skills Required
2. Special Features of Technical English
of speaking, writing, listening and reading?
# Do the various workplace environments have major or
minor differences in terms of language skills?# Does every workplace profile need all the skills?
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c) The Proficiency Level Required
2. Special Features of Technical English
various workplaces?# To what extent is the language proficiency levelconnected with the workplace profile?
# What is the minimum level/maximum level required?A2? B1? B2? C1? C2?
# Is the same level required for all skills?
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d) Work Experience
2. Special Features of Technical English
employment? Professionals not in employment?Students entering the employment market?
# To what extent are their needs different?
# To what extent could the various degrees of workexperience affect their language performance?
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>>>>> Flexibility
3. Consequences and Examples
# in terms of skills
# in terms of level
# in terms of the type of task that is given in the test
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I. TALXX Language Competence for Train Staff
3. Consequences and Examples
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II. Aviation English for Pilots
3. Consequences and Examples
speaking and understanding. Therefore, testing for
compliance with ICAO Annex 1 licensing requirements
should focus on speaking and listening proficiency.
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II. Aviation English for Pilots
3. Consequences and Examples
speaking and understanding . Therefore, testing for
compliance with ICAO Annex 1 licensing requirements
should focus on speaking and listening proficiency .
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a. communicate effectively in voice-only (telephone/radiotelephone) and
II. Aviation English for Pilots
3. Consequences and Examples
in face-to-face situations ;b. communicate on common, concrete and work-related topics withaccuracy and clarity ;c. use appropriate communicative strategies to exchange messages andto recognize and resolve misunderstandings (e.g. to check, confirm, or
clarify information) in a general or work-related context ;d. handle successfully and with relative ease the linguistic challengespresented by a complication or unexpected turn of events that occurswithin the context of a routine work situation or communicative task withwhich they are otherwise familiar; and
e . use a dialect or accent which is intelligible to the aeronauticalcommunity.
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II. Acceuil Tests for the Hospitality/Tourism Industry
3. Consequences and Examples
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II. Acceuil Tests for the Hospitality/Tourism Industry
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Flexibility
3. Consequences and Examples
employment: e.g.# Research and Development
# HR
# .
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4. Designing an Online Test for TE
i) Format:A TE test could consist of the following three parts:
BasicLanguage
Competence
Writing Test SpeakingTest
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4. A Flexible Test Format for TE
i) Format:A TE test could consist of the following three parts:
BasicLanguage
Competence
Aim: To assess the candidatesgeneral language proficiency inRC, LC and competence in
language elements, e.g.vocabulary, structures.
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4. A Flexible Test Format for TE
i) Format:A TE test could consist of the following three parts:
Writing Test Aim: To enable the candidate todemonstrate her/his proficiencyin writing texts of different
genres (= different writingtasks) in English
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4. A Flexible Test Format for TE
i) Format:A TE test could consist of the following three parts:
SpeakingTest
Aim: To enable the candidate todemonstrate her/his proficiencyin speaking English to deal with
different a variety of tasks.
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4. A Flexible Test Format for TE
The BLC is compulsory, the Writing Test and theSpeaking Test are optional .
BasicLanguage
Competence
Writing Test SpeakingTest
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4. A Flexible Test Format for TE
The Speaking Tasks can be done either by phone or Skype.
BLC
BLC Writing
BLC
BLC Writing Speaking
Speaking
OnlinePhone
or
Skype
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4. A Flexible Test Format for TE
ii) Level:The TE tasks assess the candidates skills at the three
levels B1 B2 C1.The online BLC test assesses the candidates generallanguage competence.
The rating criteria for assessment of the written tasksallow a differentiated performance rating across thethree levels.
The rating criteria for assessment of the speaking tasksallow a differentiated rating over the three levels.
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4. A Flexible Test Format for TE
ii) Level:The rating criteria for assessment of the speaking tasks
allow a differentiated rating over the three levels.
>>>>>>The Candidates get a language profile for the skills
they have chosen to take in the test.
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4. A Flexible Test Format for TE
iii) Specialist Area:The candidates can choose the area in which they wish
to be test in the Writing and Speaking Tests.
= The candidates are given a number of different areasand they indicate on registering which of the specialist
areas they wish to be tested in.
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4. A Flexible Test Format for TE
iv) In Employment/Not in Employment:The candidates are given a choice of tasks in the
Speaking and Writing Tests
= The candidates do not need job-based experience toanswer all the tasks.
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Modul 2 onlinetwo to be chosen
Modul 1 online( 1/ 2/ 1)
MCGeneral Business
English in a technicalenvironment
MONDIALE Technical English Exam
Modul 3 onlineSPL distinction
/( )
one as , cr er a- ase eva ua onDescription
Writing Summarising Instructions Report
Writing Note Taking Presenting
Opinion
Oral Exam : a) information-giving task (monologue)b) problem-solving task (dialogue)
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Modul 2 onlinetwo to be chosen
Modul 1 online( 1/ 2/ 1)
MCGeneral Business
English in a technicalenvironment
MONDIALE Technical English Exam
Modul 3 onlineSPL distinction
/( )
one as , cr er a- ase eva ua onDescription
Writing Summarising Instructions ReportWriting Note Taking
PresentingOpinion
Oral Exam : a) information-giving task (monologue)b) problem-solving task (dialogue)
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MONDIALE Technical English Exam
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Modul 2 onlinetwo to be chosen
Modul 1 online( 1/ 2/ 1)
MCGeneral Business
English in a technicalenvironment
MONDIALE Technical English Exam
Modul 3 onlineSPL distinction
/( )
one as , cr er a- ase eva ua onDescription
Writing
Summarising Instructions ReportWriting Note Taking Presenting
Opinion
Oral Exam : a) information-giving task (monologue)b) problem-solving task (dialogue)
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Speaking genres:
a) Monologic
+ Summarising (e.g. a technical article)+ Describing (e.g. a technical process)
+ Presenting (e.g. a technical product)
+ Explaining (e.g. a technical principle)
b) Dialogic+ +Jigsaw activity (e.g. comparing) different
articles on a technical topic, e.g. environment)+ Problem-solving/Decision-taking (e.g. heating system)+ Negotiating (Boss-HoD air-conditioning)+ Job interview+ Discussion (e.g. statistics, technical editorial)
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Modul 1 online( 2/ 1/ 2)
MC
General BusinessEnglish in a technicalenvironment
Timing
MONDIALE Technical English Exam
Modul 3 onlineSPL distinction /
( )
o u on ne
SPL distinction( )
Oral Exam - finding a solution
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Result Management
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Evaluation - Writing
+ +
1
/
/
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Evaluation - Speaking
+ +
( )
/
/
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Thank you
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