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How can the CEFR be used to identify

needs and learning objectives in a university context?

A case study focussing on speaking skills.

Jennifer Meister

͞Without a clear idea of the

current knowledge and future aspirations of the learners, in terms of speaking English, effective teaching and learning are unlikely to be achieved." (Goh and Burns, 2012: 171-172)

͞How do we set our

objectives and mark our progress along the path from total ignorance to effectiǀe mastery͍" (Council of Europe, 2001: xi)

Case Study: The students

¾21 students of English

¾3rd-7th semester

¾Majority (76%) in

teaching degree programmes

¾Minority (24%) in BA

programmes

Case Study: The course

¾͞Conǀersation

Practice"

¾15 sessions

¾90 minutes per

week

¾No final exam

͞΀...΁ bei der Bewertung der mündlichen

Leistung in Sprechfertigkeit dienen die

Anforderungen des Gemeinsamen

auf dem Niveau C2 (Mastery) als

Orientierung."

Exam regulations for the state exam for future teachers of

English in Bavaria

www.gesetze-bayern.de

Long-term goal: Teaching degree

͞Weiterentwickelte englische

Sprachkompetenz bis zur Niveaustufe C1+/C2

Referenzrahmens (GER) ΀...΁"

Kompetenzprofil B.A. English and American Studies at FAU www.phil.fau.de/studium-beruf

Long-term goal: Bachelor degree

Research Question 1

How do students self-assess their current

speaking skills when presented with Tables 2 and 3 from the CEFR? Table 2. Common Reference Levels: self-assessment grid (Spoken Interaction and Spoken Production) Table 3. Common Reference Levels: qualitative aspects of spoken language use (range, accuracy, fluency, interaction, coherence) (Council of Europe, 2001: 26-29)

Research Question 2

Which speaking skills,

including aspects not included in the two

CEFR tables, do

students regard as their priorities for learning in

Conversation Practice?

Research Question 3

How can the course

content and class activities be linked to students' priorities and

CEFR descriptors?

Research Question 4

What do students perceive

as the advantages and disadvantages of an explicit use of the CEFR in this context?

Methods

A questionnaire in week 1:

self-assessment and identification of priorities An oǀerǀiew of ͞contents and competences" for each course meeting including CEFR descriptors

A questionnaire in week 8:

review of progress and use of the CEFR in the course

Results

First Questionnaire (N=21)

0% 20% 40% 60% 80% 100%

My spoken interaction

My spoken production

Table 2: Self-assessment grid

B1 B2 C1 C2

Self-assessment using Table 3

0% 20% 40% 60% 80% 100%

Range

Accuracy

Fluency

Interaction

Coherence

Qualitative aspects of spoken language use

B1 B2 C1 C2

Other important skills

0% 20% 40% 60% 80% 100%

Accurate pronunciation and intonation

Ability to translate between English and

German

Knowledge of English-speaking countries and

intercultural competence

Ability to describe the language and explain

rules and vocabulary

Confidence in speaking English

Are these skills important to you as a student of English?

Yes No Maybe/Don't know

Priorities for learning in Conversation Practice

Vocabulary /

range

Interaction

Pronunciation Grammar Confidence

Fluency

Coherence

Accuracy

Register

Production Other

Priorities: both from CEFR tables and other skills

Weekly Overviews

Language Content and Competences

¾Overall topic

¾Skills focus (e.g. interaction, fluency, range)

¾Activities

¾CEFR descriptors for levels C1 and/or C2

Overview Week 4: Presentations

¾Interaction: explaining a planned presentation topic; responding to questions and comments; giving feedback in pairs

¾Production: speaking under pressure of time;

supporting the message of your presentation with images; managing transitions between slides in a presentation ¾Listening: following a presentation at native speaker speed on an unfamiliar topic ¾Range: using persuasive techniques in a presentation

Overview Week 4: CEFR Descriptors

Addressing audiences - C2

Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. Can handle difficult and even hostile questioning. (Council of Europe, 2001: 60)

Listening as a member of a live audience - C2

Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology. (Council of Europe, 2001: 67)

Linking course content to CEFR

͞΀...΁ in relating a curriculum to the CEFR, the most important point is not to throw away what already edžists." (North, 2014a: 111)

͞Any real-world or classroom activity will

almost certainly involve tasks and competences represented by clusters of descriptors." (North, 2014b: 232)

Results of Questionnaire Week 8

0 2 4 6 8 10 12

Provides focus

Other

Helps to set goals

Provides a structured overview

Self-assessment and check on progress

Benefits of linking course content

and language competences to CEFR Open question, statements (N=31) categorised into 5 groups:

Results of Questionnaire Week 8

0 1 2 3 4 5 6 7

Accurate self-assessment difficult

Confusing/unclear

Distinguishing levels difficult

Levels not a perfect fit

Too general/imprecise

None

Too restrictive

Other

Limitations in linking course content

and language competences to CEFR Open question, statements (N=23) categorised into 8 groups:

Positive Conclusions

Using the CEFR for needs analysis and setting

objectives: ¾offers a basis for discussion and selection of competences

¾helps teachers and students to monitor

progress and set goals

¾provides structure and focus to the course

Remaining Problems at C1/C2:

The native speaker issue:

͞Leǀel C2, whilst it has

been termed 'Mastery', is not intended to imply native-speaker or near native-speaker competence." (Council of Europe, 2001: 36)

Formal Discussion and Meetings

C2: Can hold his/her own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to native speakers.quotesdbs_dbs14.pdfusesText_20