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Untitled
Also in this series: An investigation into the comparability of two tests of English as a Foreign Language: The. Cambridge-TOEFL comparability study.
Issues in testing business
English
The revision of the Cambridge Business
English CertiÞcates
Also in this series:
An investigation into the comparability of two tests of English as a For eign Language: TheCambridge-TOEFL comparability study
Lyle F. Bachman, F. Davidson, K. Ryan, I.-C. Choi
Test taker characteristics and performance: A structural modeling approa chAntony John Kunnan
Performance testing, cognition and assessment: Selected papers from the15th Language Testing
Research Colloquium, Cambridge and Arnhem
Michael Milanovic, Nick Saville
The development of IELTS: A study of the effect of background knowledge on reading comprehensionCaroline Margaret Clapham
Verbal protocol analysis in language testing research: A handbookAlison Green
A multilingual glossary of language testing terms
Prepared by ALTE members
Dictionary of language testing
Alan Davies, Annie Brown, Cathie Elder, Kathryn Hill, Tom Lumley, Tim McNamara
Learner strategy use and performance on language tests: A structural equ ation modelling approachJames Enos Purpura
Fairness and validation in language assessment: Selected papers from the19th Language Testing
Research Colloquium, Orlando, Florida
Antony John Kunnan
Issues in computer-adaptive testing of reading pro fi ciencyMicheline Chalhoub-Deville
Experimenting with uncertainty: Essays in honour of Alan Davies A. Brown, C. Elder, N. Iwashita, E. Grove, K. Hill, T. Lumley, K. O'L oughlin, T. McNamara An empirical investigation of the componentiality of L2 reading in Engli sh for academic purposesCyril Weir
The equivalence of direct and semi-direct speaking testsKieran O'Loughlin
A qualitative approach to the validation of oral language testsAnne Lazaraton
Continuity and innovation: Revising the Cambridge Proficiency in English Examination1913-2002
Edited by Cyril Weir and Michael Milanovic
European language testing in a global context
Edited by Cyril Weir and Michael Milanovic
A modular approach to testing English language skills:The development of the Certi
fi cates in English Language Skills (CELS) examinationsRoger Hawkey
Changing language teaching through language testing: A washback studyLiying Cheng
Unpublished
The impact of high-stakes examinations on classroom teaching: A case study using insights from testing and innovation theoryDianne Wall
Impact theory and practice: Studies of the IELTS test andProgetto Lingue 2000
Roger Hawkey
Issues in testing business
English
The revision of the Cambridge Business
English CertiÞcates
Barry O'Sullivan
ivCAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, S'o PauloCambridge University Press
The Edinburgh Building, Cambridge CB2 2RU, UK
www.cambridge.org Information on this title: www.cambridge.org/9780521013307© UCLES 2006
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.First published 2006
Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British LibraryISBN-13 978-0-521-01330-7 paperback
ISBN-10 0-521-01330-5 paperback
The author is grateful to the copyright holders for permission to use the copyright material reproduced in this book. Every effort has been made to trace the copyright holders. Cambridge University Press apologises for any unintentional omissions and would be pleased, in such cases, to add an acknowledgement in further editions.Reprinted 2006To Maura
v viiContents
Acknowledgementsix
Series Editors' notex
Abbreviationsxii
Chapter 1
Introduction to the testing of language for business purposes 1Chapter 2
The revision of BEC 82
Chapter 3
Major changes to the suite 119
Chapter 4
Changes in the BEC papers 130
Chapter 5
Conclusions and the way forward 174
Appendices
Appendix 1.1: JOCT Evaluation Criteria 196
Appendix 1.2: CEFLS Pilot Test 197
Appendix 1.3: CEIBT - Test of Reading and Writing -June and November 1992 205
Appendix 1.4: BULATS - Standard Test English 225
Appendix 1.5: BULATS - Speaking Test 241
Appendix 1.6: BULATS - Standard Test German 244
Appendix 2.1: ALTE Work Typical Abilities 260
Appendix 3.1: BEC 1 Sample Paper 261
Appendix 3.2: BEC 2 Sample Paper 277
Appendix 3.3: BEC 3 Sample Paper 291
Appendix 4.1: BEC Preliminary Sample Paper 302
Appendix 4.2: BEC Vantage Sample Paper 328
Appendix 4.3: BEC Higher Sample Paper 353
viiiContents
Additional information on tests of language for business purposes 378References381
Index393
Acknowledgements
I would like to thank the many people at Cambridge ESOL who contributed to this volume. I was lucky enough to be able to interview many of the indi viduals who were involved in the development and administration of their tests o f English for business purposes, particularly the BULATS and BEC groups. I n particular, I am indebted to Hugh Bateman, without whom the book could n ot have been completed. Others I would like to single out include Mike Mila novic and Nick Saville, who provided historical information and access to inte rnal reports, and Neil Jones, who provided documentation on the grading proce dures for BEC. I would also like to thank David Thighe who clariÞed a number of grading-related issues, and who made valuable comments on the later draf ts of this book. Finally, I would like to thank Rowena Akinyemi for all her wo rk in ensuring that this book made it to press. I would also like to thank the following individuals and institutions fo r providing information on their tests and for giving their permission for items from the tests to be included in the book: CertiÞcazione della conoscenza dell'italiano commerciale (CertiÞcate in Italian for Commerce - CIC): Professor Giuliana Grego Bolli and Francesca Pa rizzi of the Università per Stranieri di Perugia. JETRO tests: Professor Kiyokata Katoh of Tokyo Gakugei University and Reiko Kimura of the Japan External Trade Organization. Pitman tests: Glyn Jones of City and Guilds, London. Cambridge ESOL tests: Dr Mike Milanovic of Cambridge ESOL. Table on page 101: reproduced by permission of Oxford University Press f rom Oxford Applied Linguistics: Fundamental Considerations in Language Testi ng by Lyle F Bachman ©Lyle F Bachman 1990. Finally, I would like to thank Professor Cyril Weir who read various par ts of the book and offered invaluable critical comments and advice. ix xSeries EditorsÕnote
The language testing world has flirted with the testing of English for s pecific purposes for many years. In small scale testing contexts there have been and continue to be numerous specific assessments tailored to particular need s but in the context of large scale international language testing, specific purp ose assess- ments have been far less common. Cambridge ESOL started testing English in 1913. In some ways you might consider the original Certificate of Proficiency in English (CPE) a sp ecific purpose examination designed to meet the needs of those teaching English although over the years it has become far more general in its emphasis. Cambridge ESOL also collaborated with the British Council on the devel- opment of the English Language Testing Service (ELTS) in the 1970s whi ch had six subject specific modules. IELTS, which evolved from ELTS in 1990, sa w a reduction in the academic modules to 3 and the 1995 revision of IELTS le d to the single academic module alongside a general training variant. There are many reasons for this retreat by IELTS, both practical and theoretical. Developing numerous multiple modules in the quantities requ ired was a far from easy task. Ensuring that candidates took the right module was difficult. Equating modules proved technically very demanding. Ensuring content appropriateness required access to experts in a number of fields and so on. However, the need to extend the remit of General English assessment remains. The context of Cambridge ESOL English language assessment currently falls into four broad categories. Academic English (IELTS),Business
English (BEC and BULATS), Young Learners' English (YLE) and Gener al English (KET, PET, FCE, CAE, CPE and CELS) and in 2006 Cambridge ESOL will launch the International Legal English Certificate. This test seeks to address more specifically English in the legal domain of use. In Issues in testing business English, Barry O'Sullivan provides a framework for classifying and understanding specific purpose language assessment. The first part of the volume provides the reader with a comprehensive review of numerous business English tests as well as business language tests in ot her languages. Some of the tests described no longer exist so the volume als o serves as a useful historical record. This is followed by a detailed look at th e revision of the Cambridge Business English Certificates (BEC). Chapter 1 considers the relationship between general English and English for specific purposes and the definition of a business English construct. O'Sullivan
presents a continuum ranging from an unspecified purpose to one that is highly xi specified. To this he adds construct, test method, skills coverage measu rement qualities, degree of specificity/authenticity, non language factors and the reporting of test performance. This provides him with a framework for comparison and he proceeds to evaluate a series of business language tes ts on this basis. Particular attention is paid to some very widely used tests such as TOEIC, BULATS and BEC although the coverage of less widely known assess- ments is comprehensive. The text is illustrated with numerous examples o f test item types which make interesting reading. Having provided a detailed context against which to understand BEC, subs e- quent chapters consider BEC's revision and look in detail at each of the three BEC levels. The discussion of development methodology is interesting as is the focus on test reliability. It is gratifying to note that an examination like BEC, operating on a truncated sample of the test taking population at each of its three levels, demonstrating very good construct and content validity features and using a good variety of realistic material with an authentic orientation , can nonetheless achieve respectably high reliability estimates. Throughout t his volume readers are referred to Volume 15 (Weir, Cyril and Milanovic, Mi chael (Eds) (2003) Continuity and innovation: Revising the Cambridge Profi ciency in English Examination 1913 - 2002 ) in the same series which gives an even more detailed account of the principles that underline the Cambridge approach to test development and validation. The appendix has a comprehensive set of BEC materials but is complemented by a focus on two other tests, the Certifi cate in English as a Foreign Language for Secretaries and the Certificates in En glish for International Business and Trade which informed the development of BEC b ut are no longer available. The final chapter is particularly important as it discusses in some deta il the issue of authenticity and its relationship to the specificity continuum linking the argument in with Weir's validation framework (Cyril J. Weir (2004)Language
Testing and Validation: An Evidence-Based Approach, Palgrave Macmillan). O'Sullivan presents a multicomponential view of specificity and is ab le to clearly distinguish between different tests and tasks using his approach . The volume concludes with a focus on future research suggestions, part of wh ich was arrived at collaboratively with staff at Cambridge ESOL. Issues in testing business Englishis the third volume in this series (the other two being volumes 15 and 16) to document both a historical perspective and a study of test revision with a focus on the implications this has. A volu me on academic English assessment authored by Alan Davies is forthcoming. This volume documents the history of the assessment of English for academic purposes from the 1950s to the present with a particular focus on the de vel- opment and validation of IELTS.Michael Milanovic
Cyril Weir
Cambridge 2005
Series Editors' note
xiiAbbreviations
ALTE Association of Language Testers in Europe
APA American Psychological Association
BEC Business English Certi
cateBULATS Business Language Testing System
CAE CertiÞcate in Advanced English
CAL Center for Applied Linguistics
CAT Computer Adaptive Test
CBT Computer-Based Test
CEF Common European Framework
CEFLS Certi
cate in English as a Foreign Language for SecretariesCEIBT Certi
cate in English for International Business and Trade CIC CertiÞcate in Italian for Commerce (CertiÞcazione della conoscenza dell'italiano commerciale)CPE Certi
cate of Pro ciency in EnglishDIF Differential Item Functioning
EAP English for Academic Purposes
EBC English for Business Communication
EFL English as a Foreign Language
ELT English Language Teaching
EOS English for Of
ce SkillsESOL English for Speakers of Other Languages
ESP English for Speci
ed PurposesETS Educational Testing Service
FCE First Certi
cate in EnglishGIMS General Impression Mark Scheme
GQ General Questionnaire
IATEFL International Association of Teachers of English as a ForeignLanguage
IELTS International English Language Testing SystemIRT Item Response Theory
JETRO Japan External Trade Organization
JOCT JETRO Oral Communication Test
JRLT JETRO Reading and Listening Comprehension TestKCQ Key Contacts Questionnaire
KET Key English Test
LCCIEB London Chamber of Commerce and Industry Examinations BoardLSP Language for SpeciÞc Purposes
MCQ Multiple-Choice Question
OET Occupational English Test
OIBEC Oxford International Business English Certi
cate UODLE University of Oxford Delegacy of Local ExaminationsPET Preliminary English Test
PLAB General Medical Council's Professional and Linguistic Assessments Board (test of overseas doctors' language pro ciency)QCA Quali
cations and Curriculum Authority RITCME Recruitment, Induction, Training, Co-ordination, Monitoring,Evaluation
RSA Royal Society of Arts
SAQ Short Answer Question
TAAS Texas Assessment of Academic Skills
TEEP Test of English for Educational Purposes
TFI Test de français international
TOEFL Test of English as a Foreign Language
TOEIC Test of English for International Communication UCLES University of Cambridge Local Examinations Syndicate VRIP Validity, Reliability, Impact and Practicality xiiiAbbreviations
1Introduction to the testing of
language for business purposesAbrief historical introduction
Though there have been formal tests of general proÞciency around for many years - see Weir (2003a) for an interesting and informative histori cal perspective on the CertiÞcate of ProÞciency in English (CPE) since its intro- duction in 1913 - interest in language for speciÞc purposes has a far shorter history, emerging, according to Swales (1984:11) with Barber's (1962) Some
Measurable Characteristics of Modern Scienti
fi c Prose . This is not to say that there has been an awareness of the use of language for speciÞc purposes only in . . . when new counting house regulations were issued for the London Sal hof in 1554, these stated amongst other things that young apprentices from Germany would have to spend one year with a clothmaker in the country, s o that they might get a proper command of everyday English and the more speci c technical terms . . . (1981:43). Much of the early work in the area was driven by research which focused on the identiÞcation of unique instances of language use in speciÞc contexts (Hüllen 1981a, 1981b, Johns 1980, Lackstrom, Selinker and Trimble 19 73,Selinker and Douglas 1985, Swales 1971, to list but a few), the issue o f authen- ticity in the use of materials for teaching (e.g. Carver 1983) and the central place of needs analysis in identifying the speciÞc language needs of learners in given contexts (Alwright and Alwright 1977, Brindley 1984, Gledhill 2000, Haw key
1978, Hutchinson and Walters 1987, Kennedy and Bolitho 1984, LCCIEB
1972, Robinson 1980, 1985, Thurstun and Candlin 1998, West 1994). As ca
n be seen from the dates of these publications, much of the English for Speci Þc Purposes (ESP) debate was conducted almost twenty years ago, yet many of the same questions continue to be asked today. Hawkey (2004) outlines the changes in theories of language learning an d teaching that lead to the development of a clearly deÞned ESP methodology, and led to an awareness of the need to establish a set of clearly rationalised testing procedures. In the case of the testing of language for 11 Introduction to the testing of language for business purposes
2 business purposes, the Þrst test to emerge was the Test of English for Interna- tional Communication (TOEIC). It was developed by Educational Testing Services (ETS) in the USA and introduced in 1979. The test, originally devised for the Japanese market, was based rmly on psychometric-structuralist theory (Spolsky 1995) and represents one of the few remaining (though highly successful from a commercial perspective) examples of a multiple-choice format, standardised, international language test. While the TOEIC looked backwards for its theoretical underpinning, other tests of business language, particularly those developed in the UK, werequotesdbs_dbs1.pdfusesText_1[PDF] http www epita fr
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