Extended Assignment (case Study)

CAMBRIDGE DELTA COURSE

EXTENDED ASSGNMENT JUNE 2005 Case Study of a Learner Resubmitted in partial fulfillment of Cambridge Delta Assessment

Candidate’s name: Paraskevi Andreopoulou Centre Number: GR 108 Candidate’s Number: Number of Words: 4503

Contents [Type text]

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1. The learner……………………………………………………….4 2.1 Learning Style………………………………………………4 2.2 Personality…………………………………………………..4 2.3 Motivation…………………………………………………….5 2. The test…………………………………………………………….5 3.1 Areas of the test……………………………………………….5 3.2 Administration of the test……………………………………..5 3.3 Backwash effect………………………………………………6 3.4 Validity………………………………………………………..6 3.5 Reliability……………………………………………………..6 4. Analysis and discussion of data……………………………….........7 4.1 Reading………………………………………………………..7 4.1.1. Part One…………………………………………………..8 4.1.2 Part Two…………………………………………………...8 4.1.3. Part Three…………………………………………………9 4.1.4 Part Four…………………………………………………10 4.1.5 Part Five………………………………………………….10 4.2 Writing……………………………………………………….11 4.2.1. Part One…………………………………………………11 4.2.2 Part Two…………………………………………………11 4.2.3 Part Three………………………………………………...12 4.2.4 Part Four………………………………………………....13 5. Listening………………………………………………………..........11 5.1.1 Part One……………………………………………………11 5.1.2 Part Two……………………………………………………12 5.1.3 Part Three…………………………………………………..12 5.1.4 Part Four…………………………………………………...12 6. Speaking……………………………………………………………..12 6.1.1 Part One……………………………………………………12 6.1.2 Part Two……………………………………………………12 6.1.3 Part Three…………………………………………………..13 6.1.4 Part Four…………………………………………………...13 7. Grammar and Vocabulary…………………………………………13 8. Discourse Management…………………………………………..14 9. Pronunciation…………………………………………………….14 10. Interactive Communication……………………………………....15 11. Overall Achievement……………………………………………..15 12. Causes of Errors…………………………………………………16 13. Learning Objectives and Remedial Work………………………..16 13.1.Reading and Writing………………………………………16 13.2.Listening…………………………………………………..16 13.3.Speaking……………………………………………………17 [Type text]

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14. Conclusion…………………………………………………………..17

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1. The learner H. is 16 years old and she is currently attending the first grade of Senior High School in Paros. H.’s plan is to study Law or Political Science at the University of Moscow in Russia, after she has completed her studies at the Secondary School of Paros, since her country of origin is Ukraine and her mother tongue is Russian. Her ambition is to become a diplomat since she loves travelling, seeing new places and coming into contact with people from all over the world. H. already speaks Russian, which is her mother tongue, is struggling to learn Modern and ancient Greek at school in order to achieve high passing grades to study at university; she has studied German and Italian at school in Ukraine for 7 years. She has also been studying English at the intermediate level B1+ (PET / independent user according to ALTE European Framework) at my language centre for a couple of years now and she has just begun learning Italian for almost a year now in order to obtain CELI 1 –relevant to the waystage level A2 (KET), according to ALTE European Frameworkwhich she hopes to use at her university studies in the future. After tutoring H. for a couple of years privately, I have come to the conclusion that she is a strong active thinker stronger who will benefit from this detailed analysis. The main reason for doing this programme is to prepare H. to sit for the PET exam in May 2004 .I have been tutoring H. privately since September 2003, giving her three two-hour lessons three times a week. 2.1. Learning Style In order to develop a successful style of language learning, adult students need to make a distinction between personality and cognition (H. Douglas Brown 1994). In fact, Rubin and Thompson (1982) claim that good language learners a) take charge of heir own learning and organize information about language b) develop a “feel” for the language by experimenting with its grammar and words c) make their own opportunities for practice in using the TL inside and outside the classroom d) use mnemonics to recall what has been learned and make errors work for them e) use both linguistic and content knowledge to aid acquisition f) learn tricks and production strategies to keep conversations going and to fill in gaps in their own competence [Type text]

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g) vary their language according to formality of the situation in speaking – writing H. took a diagnostic test, a DVC Learning Style Survey to pinpoint her personal preferred learning style; based on its results, H. belongs to the Visual / Nonverbal Learning Style with a total score of 30. She learns best when information is presented visually and in picture format. In a classroom setting, she benefits from instructors who use visual aids. She benefits from information obtained from the pictures and diagrams in textbooks. She tends to like to work alone in a quiet room and may not like to work in study groups. When trying to remember something, she can often visualize a picture of it. (http://www.metamath.com/cgi-bin/multiple_choice.cgi), but despite this, she lacks some of the other characteristics (c, e, f and g).

2.2. Personality Adult learners acquire second languages only if they obtain comprehensible input and if their affective filters (anxiety) are low enough to “allow the input” in (Stevick, 1976 cited in Krashen, 1985). In order for acquisition to take place, students ought to be highly motivated intrinsically or extrinsically; personality factors are also interrelated with motivational ones. Indeed, self-confidence allows the student to make the necessary mistakes with less threat to his ego (Schuman, 1975 cited in Krashen, 1981). In addition, a student with a positive attitude towards the classroom and the teacher may seek out intake by volunteering and may be more accepting of the teacher as a source of intake (Stevick, 1976 and Seliger, 1977). Observing the learner during the weekly sessions, I believe that H. is an analytically orientated learner who demonstrates a positive attitude towards the classroom and the teacher but displays a low self-confidence in English, which allows her to understand the input, but, not acquire it. 2.3. Motivation Motivation is a determining factor in language acquisition and learning. There are two types of motivation that define student increased or decreased performance: a) Integrative Motivation encourages the acquirer to interact with speakers of L2 out of sheer interest, obtain intake with a low affective filter and to be more prone in “receptive learning” (Stevick 1976). b) Instrumental Motivation encourages performers to interact with L2 speakers to achieve certain ends, since interaction always has some practical purpose. It is true that with instrumental motivation, acquisition may cease as soon as enough is acquired to get the job done, with those aspects of the L2 [Type text]

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that are absolutely necessary; whereas , with integrative motivation, interaction for its own sake will be valued (Krashen, 1981). I would probably claim that H. is both an instrumental and integrative performer, since she is positively disposed to L2 culture and is interested in interacting with it.

3. The test H. will need to sit for the PET exams in May 2005 in order to use it as a basis for entering the course she is interested in at the University of Moscow, Russia. Therefore, taking into serious consideration my student’s personal needs, I decided to use the PET exam as a preparatory test prior to her sitting for the exam in May 2005. 3.1. Test Decription According to the general information issued by the University of Cambridge ESOL Examinations, the PET exams are designed specifically for candidates who are able to communicate satisfactorily in most everyday situations with both native and non-native speakers of English; this test reflects the use of language in real life and its aim corresponds to the recommendations of the CEF. The data is obtained from four distinct areas: • Reading • Writing ( Grammar and short essays) • Listening • Speaking ( to make the exam environment look more realistic, another candidate of the same level will participate to simulate exam conditions) 3.2. Test Administration The test was administered in a classroom at my centre, under exam conditions with time limits strictly adhered to and with the instructor present at all times during the exam, providing clear and specific instructions on how to exploit all the exam papers and each one separately. All procedures of the PET exam were held in my classroom with minimal external noise. 3.3. Backwash effect The impact which testing has on the teaching procedure is known as the backwash effect. H. fully agreed to participate in this mock exam, since she ought to take an exam preparatory test, just before her exam venue on 21st May, 2005. I also pointed out to her that this particular test met the objectives of our entire teaching programme for this academic year. Furthermore, I assured H. that this test was clearly connected to her learner needs and that I would definitely use it as an FCE screening test with her in the future thus giving it a positive backwash effect [Type text]

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3.4. Validity According to PET handbook, Cambridge ESOL Examinations are designed around one major quality, i.e. validity. Validity is normally taken to be the extent to which a test can be shown to produce scores which are an accurate reflection of the candidate’s true level of language skills. In addition, the exam test achieves content validity, since H. was tested on the Past Exam Paper March 2004, revised format. 3.5. Reliability Another essential quality is reliability. Reliability concerns the extent to which test results are stable, consistent and accurate, and therefore the extent to which they can be depended on for making decisions about the candidate. In fact, H. was informed about the results of the particular exam from the beginning of a teaching programme and throughout the academic year she was assessed based on the Cambridge Marking criteria.

4. Analysis and Discussion of data This section is going to describe the results of the mock exam Past Papers in updated format, March 2004. H. sat a test almost a week prior to her sitting for the actual exam. The analysis of the test will be divided into 4 sections to reflect the exam components.

4.1. Reading 4.1.1. Part one Part one test the candidate’s understanding of various kinds of short texts: authentic notices and signs, packaging information and communicative messages. Score: 5/5 Areas of Strength • Good understanding of the purpose of the text • General ease in understanding the global meaning of the visual prompt with the aid of the choices of answers (please queue here while our staff get your train ready – wait here with your ticket , until staff have prepared your train for boarding) • Successful knowledge of relevant application relationships, i.e. certain knowledge of the world ( Dakin, 1973) 4.1.2. Part 2 Part two tests the candidate’s detailed comprehension of factual material. Candidates are presented with five short descriptions of people and have to match this content to five of eight short texts on a particular topic. Score: 5/5

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Strengths: • Good understanding of factual information • Appropriate use of “word spotting”(matches at word level) • Intelligent use of paraphrasing ( he does not have a car---------- it contains 100 walks through fields and forests) 4.1.3. Part three Part three tests the ability to work with a longer factual text, looking for precise information that is found in brochure extracts, advertisements, magazines and website information. Score: 8/10 Weak areas: • Lack of familiarity with questions whose answers are implied or stated ( to record a message --------------you learn how to record a message) • Mother tongue interference in producing the correct answer • Some misunderstanding of specific text information. 4.1.4. Part four Part four presents candidates with a text which goes beyond the provision of factual information and expresses opinion, attitude and writer`s purpose, as well. Score: 3/5 Weak areas: • General misunderstanding of the global meaning of the last paragraph • Inability to think about alternative ways of saying the same thing, i.e. paraphrasing ( even with the money I’d won, I wasn’t sure I could afford to buy the violin, so I started to leave the shop----------- he should not spend al of his money on it????) • Hastiness in reaching the appropriate text answer due to pushing time limits 4.1.5. Part five In Part five, candidates read a short text containing ten numbered spaces and an example. There is a four-option multiple choice questions for each numbered space, given after the text. Score: 7/10 Weak areas: • Inability to select the appropriate phrasal verb (give up) within a specific given context in the text • Inappropriate use of the grammatical item , abstract – uncountable noun (not a weather); uncountable, abstract nouns do not get the indefinite article (a / an) [Type text]

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•

Misunderstanding / confusion of the comparative form in the cloze text (even harder vs. more harder) ; the –er suffix already exists in the adjective – a complementary one is not essential

4.2. Writing The Writing Component contains three parts and it consists of seven questions. In this part of the exam, candidates should be able to give information, report events, and describe people, objects and places. 4.2.1. Part one It focuses on grammatical accuracy and requires candidates to complete five sentences, all sharing a common theme. They are given a complete sentence, together with a “gapped” one below it. Score: 3/5 Weak areas: • Weakness to reformulate the given information above • Inability to use the Comparative form (–er) of the adjectives in order to reach the meaning of the Superlative form (-est) given sentence above (was the eldest of eight children -- ------ she had seven younger brothers and sisters) • Unfamiliarity with the use of the indefinite article (a) with its connection to a singular noun (she has been a successful singer for a long time) 4.2.2. Part two Part two is a new task, introduced in March 2004 to replace the previous form-filling task. Candidates are told who they are writing to and why, and must include three content points, which are laid out with bullets in the question. Score: Band 3 Weak areas: • Some effort required by the reader to comprehend the message • One element omitted by the writer, but all the other elements are clearly communicated • Inadequate use of punctuation ; commas are not used at all, therefore, double effort is made by the reader to comprehend the message • improper manipulation of wh-questions and verbs followed by prepositional phrases (thinking of visiting you vs. think to visit you) • Not complying with the formula of a postcard – opening and closing phrases. Strengths: • Places no strain on the reader (target reader) despite a missing element (why you have chosen to send Chris this postcard?) • Content – clearly communicated message (a postcard to a friend Chris in Australia) • Satisfactory regarding word limit (40 words) [Type text]

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•

• •

Organisation -the purpose of writing is achieved (a postcard to Chris) acceptable in letter form, with an introducing statement , the pertinent points to be covered with the exception of one and a concluding sentence ,as well Cohesion- high attempt to use devices to link points amongst them ( …..so, if you don`t mind…….. …..by the way,………) Maintained linking of sentences (by the way, what the weather is like?)

Weaknesses: • Insufficient register- the rubric of a postcard is not followed (Bye / Yours H.) at the end of it • Inaccuracies in tense formations (Yesterday I had visited….) • Errors are present, but, generally non-impeding (I`m thinking to visit you vs. of visiting you…..) • Range- lack of indefinite articles ( I visited …(an)….art gallery) as well as no lexical variety in her postcard; this may be attributed to the fact that she omitted a pertinent point (why you have chosen Chris to send a postcard in Australia) 4.2.3. Part three This part offers candidates a choice of task: either to write an informal letter or a story; both of them require a 100-word limit. For the story, they are given a short title or the first sentence. Score: Band 4 Strengths: • Clearly communicated message- content (the incident of U.F.O. reflecting the title: A very unusual evening) • Appropriate register; the written style resembles the one of a true story (a very unusual evening) • Evidence of organization (beginning, middle and an ending) and use of cohesive devices (suddenly, after five minutes, in the deep down of our heart) • Fairly ambitious use of language - range(discussing different issues of interest with my boyfriend,) • Proficient range of similes / collocations within the task set (it was like a plate with a lot of lights for a moment only)- poetic use of structures • Target reader- Her story places no strain on the reader and there is clarity of message in it (a U.F.O. in the evening in the country side – a very unusual evening)

Weak areas: • Exceeds word count (126 words) [Type text]

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• • • •

Range- improper manipulation of modal verbs (it could be a human from another planet) instead of must / should Accuracy- Inconsistent spelling at some points (hurt vs. heart) Lexis- Inability to select the appropriate vocabulary item relevant to the context she gives (in the nature------------in the countryside) Poor punctuation (no commas) and the essay is not divided into paragraphs to make it flow naturally.

5. Listening The Listening paper consists of four parts and a total of listening texts. The paper has a standard format so that the candidates will know what to expect in each part. 5.1.1. Part one This first part of the test comprises seven short listening texts, each accompanied by a question and three visual images. Score: 6/7 Strengths: • Visual prompts aid in listening comprehension and result in recognition of any unknown lexical items (use of 3 alternative pictures for each question number) • Recognition of tune of speaker’s voice to express certainty or uncertainty (Harmer 1991) • Ease in comprehending clear rhythm, stress and intonation 5.1.2. Part two Part two tests a longer text which may be either a monologue or an interview with questions from a radio presenter. Score: 5/6 Strengths: • Sufficient development of processing bottom-up skills that are needed for identifying specific information • Ability to paraphrase the salient points of the transcript • Ability to understand the local accent • Ease in inference (PET Handbook March 2004) Weakness: • H. misunderstood the intent of a question asking for specific information (Louise likes designing sport clothes because they are comfortable for people to wear vs. produced ina variety of styles). 5.1.3. Part three In this part of the test candidates listen to a longer text which takes the form of an informational monologue. Score: 5/6 Strengths: [Type text]

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• • •

Ability to listen out for key-words (get free maps) Good manipulation of spelling (Tuesday) Sufficient predictive skills for production of language and information they are going to hear (take bus number 109)

Weak Areas: • Poor spelling of key-word (enterous vs. entrance) 5.1.4. Part four In part four candidates listen to a longer text which takes the form of an informal dialogue, usually between two people of similar age and status; there is generally one male and one female speaker to aid identification and the conversation focuses on everyday concerns that affect the speakers Score: 4/6 Strengths: • Good understanding of the gist of the situation (talking about television) • Correct identification of speaker attitudes (Tony agrees with his parents’ attitude towards homework) • Ability to locate and understand detailed meaning in order to make the right decision (Tony and Rachel both dislike watching cartoons) Weaknesses: • Listening for detailed meaning (Tony and Rachel don`t both prefer watching television vs. they do) • Failure to identify the attitude and opinion of the speaker`s (Rachel thinks her mother can afford to buy her a television vs. she doesn`t)

6. Speaking In the PET speaking test, candidates are assessed in pairs by two examiners, one of who acts an interlocutor and the other one as an assessor. Adopting its format, I will act in the role of the examiner and another student of the same level will act in the role of the second candidate. The transcript of the speaking test is found in appendix (31) form and H. will be assessed in terms of Grammar and Vocabulary, Discourse Management, Pronunciation, Interactive Communication and Global Achievement. Time: 15 minutes 6.1.1. Part one This is a short conversation between the candidates and the examiner giving personal details and talk about everyday life issues. Score: Band 5 6.2.2. Part two In Part two, candidates are asked to discuss alternatives, make recommendations and negotiate agreement with their partner in an imaginary, simulated situation. Score: Band 3.1 [Type text]

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6.2.3. Part three In Part three, each candidate is given one colour photograph of everyday situations to describe simply and to make a comment on it. Score: Band 3.5 6.2.4. Part four In Part four, candidates speak to each other based on the theme established in Part three, which is used as a starting point for a general discussion in which they expound their personal views about the matters. Score: Band 3.5 7. Grammar and Vocabulary Weaknesses: • Tense formation and degrees of comparison ( a family who has……., they seems to have a great time, you must to visit, more safer….) • Appropriate range of structures for conducting Part One (May I sit down, please?) • Difficulty in recalling appropriate lexical items for conducting Parts Two and Four ( cancel the credit card in the bank, vacanze vs. holidays, tennis gipedo)- interference of another language • Insufficient use of prepositional phrase (come for holidays vs. on holidays) • Failure to comprehend the American vs. British equivalent vocabulary lexical item (grade vs. class,), even in context Strengths: • Samples of self-correction (I think he takes…………… vs. I think he’s taking……….., recommmendate vs. recommend) • Effective use of lexical conjunctions expressing opposition (in summer it`s full of tourists, whereas, in winter, it`s ……)

8. Discourse Management • •

• • •

General coherence of candidate’s contribution to the tasks, intelligibility of her speech, despite grammatical and syntactical inaccuracies Inability to manage discourse with cleft sentences, long pauses, hesitations within given time limit, without stopping to talk, but ,even make comments on the tasks (I would take…… the credit card……..for safety……..for if he takes…….the money……..) for Part Two Needing prompts from the Interlocutor Simple social interaction is achieved, since she volunteers to make an initial contribution to the test (Hi Mrs. Zygouris…How are you?) Maintains a coherent flow of language (I have always wanted to become a pilot, but, since, I can’t see very far, I will become a diplomat, because…..)

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9. Pronunciation • Inappropriate word stress and intonation of the lexical item Cyclades in Part One, which was pronounced Kyklades – Greek like accent • Ability to produce comprehensible utterances for fulfillment of task requirements i.e. (Oh, I see now….) • Standard British accent throughout the speaking task. 10. Interactive Communication (Turn-taking, Initiating and

Responding) • • • • • • •

Ability to use the language to achieve meaningful communication (I invite you to come to Paros on holidays, it’s a beautiful island, you’re going to have a great time there) Appropriate turn taking in each task- Part Two (Well, first of all, I think we should start with the car) Willingness to ask for further clarification of the task in Part Two (He will need these things for his stay in Greece or for his study?) Sufficient initiating and responding without undue hesitation at the end of Part Two (I don’t know about him, but, for me, I would take the camera with me) Use of interactive strategies to repair communication for Part Three (I don’t think the whole family sits at the table at lunch time, because most of them are at school or at work, just like my parents) No overall effectiveness and development of all speaking tasks Omission of describing the background of family photos in Part Three; solely, there were comments on people’s actions, feelings, emotions and inference based on present evidence ( The family invites some friends to their house in the evening to spend a great time to have a conversation

11. Overall Achievement H.`s performance shows as follows: Reading Paper

29 %

Writing Paper

10.1 %

Listening Paper

20 %

Speaking Paper

15.1 %

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Total Score

Total: 74.2%

74.2 %

(passing grade: 70%)

Overall Strengths and weaknesses • • • • • • • • •

Strengths Reading Comprehension Listening Comprehension Effective use of formulating arguments and supporting them Effective turn-taking Successful interaction in speaking parts Inference in meaning and writer`s /speaker`s attitude Reading between the lines Messages clearly communicated in the TL Successful Discourse Management

Weaknesses • • • • • • •

Relatively poor writing skills Inadequate transformation at sentence level Insufficient use of tense system Inappropriate use of prepositional phrases Spelling mistakes Ineffective use of lexical items Inappropriate use of indefinite articles, pronouns, tense formation, modal verbs, connectives and prepositions.

The learner is already well within the pass range of this exam and any remedial work will aim to improve her scores in the individual sections where problems were noted.

12.Causes of errors .

Despite her strong performance in both her receptive skills, her performance in writing seems to be disappointing in terms of manipulating the scripted form of the language. More specifically, her weakness to deal with lexis ineffectively in written genres may well account for her inability to use them inappropriately and to misspell them, since she seemed to have had no previous contact with intermediate vocabulary due to poor living standards and culture back in Ukraine (the reason for her asking for continuous explanation). As far as the language system is concerned, her inability to produce grammatically accurate chunks of language at sentence level is attributed to the fact that she had not been introduced to drills and inductive discovery [Type text]

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activities to notice grammar rules for themselves in the past. Therefore, she was not able to activate the knowledge she already had and to involve herself more in the learning process, which would increase her effectiveness to learn. 13. Learning Objectives- Remedial Work 13.1.Reading and Writing With connection the learner’s reading and writing skills, the following measures are to be taken to ensure improvement in her overall performance: •

Exposure to a wide range of reading passages of diverse reading styles, so that this awareness exercises skimming, scanning and reading for detailed comprehension (Nuttal, 1996)

•

Interpretation of global meaning and writer purpose entails further exposure to authentic real-life texts , so that the learner will become familiar with paraphrasing and inference (:ibid)

•

Development and retrieving of lexical items will provide storing in spidergrams, word trees and word groups; context, pair and group work will also ensure recalling and word usage

•

Grammatical inaccuracies entails constant recycling of structures through hyponymy drills that include relationship of inclusion (Dakin, 1973)

•

Grammatical awareness is raised through textual analysis and selfaccess work- revision of structures on specialised computer software

•

Brainstorming, pair/ group work, drafting and re-drafting will probably develop H.’s writing skills; also exposure to a wide range of written samples will empower her writing skill (Harmer, 1991).

•

Poor punctuation may be rectified with a variety of noticing and manipulative exercises

13.2 Listening H. obtained a rather satisfactory result on her listening paper, scoring 20/25. With regard to recommendations for further development of her listening skills, the following ought to be taken into account: • Exposure to more authentic types of listening texts so that aural skills should be improved or further contact with foreigners from all over the world in summer • Further development of predictive skills in the form of pre-listening tasks to activate schematic and contextual knowledge (Ur, 1984) • More exposure to tasks having to do with listening out for key words (:ibid) [Type text]

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Development of activating the bottom-up skills to locate and understand the detailed meaning in order to conclude speaker attitude (Nuttal, 1996)

13.3. Speaking Simulation activities at the post-reading stage of the lesson ought to be provided and they should practise them in role cards with background information to create a much more “complex world” (Scrivener, 1994) Role-plays and (improvised) drama activities are recommended for the recycling of structural patterns, where students invent, rehearse and act out the scenes based on what they have covered in class beforehand, using their own ideas or the ones from role-cards (Scrivener, 1994).

14. Conclusion This essay presents the case study of an adult learner of English. The purpose of the essay was to analyse her learning needs based on a diagnostic and exam preparatory test and make decisions about her strengths and weaknesses for the exams and assign remedial work in the future.

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List of References Brown Douglas H. (1994) “Teaching by Principles” –An Interactive Approach to Language Pedagogy- Prentice Hall Regents Dakin J. (1973) “The Language Laboratory and Language Learning” Longman Group Ltd 1973 Harmer J. (1991) “The Practice of English Language Teaching” (New Edition) Longman Group UK Limited 1991 Krashen D. S. (1985) “The Input Hypothesis” –Issues and ImplicationsLongman Inc., New York 1985 Krashen D. S. (1981) “Second Language Acquisition and Second Language Learning” Pergamon Press Ltd., Headington Hill Hall, Oxford OX3 0BW, England Nunan D. (2004) “Task-Based Language Teaching” Cambridge University Press 2004 – Cambridge Language Teaching Library Nuttal Ch.(1996) “Teaching Reading Skills in a Foreign Language” Heinemann c Reed Educational and Professional Publishing Limited 1996 Scrivener J. (1994) “Learning Teaching” Heinemann 1994 – The Teacher Development Series Editor: Adrian Underhill Ur P. (1984) “Teaching Listening Comprehension” c Cambridge University Press 1984 Online articles http://www.metamath.com/cgi-bin/multiple_choice.cgi (the results of the Learning Inventory Style) 5/2/2005 http://www.metemath.com/multiple/multiple_choice_questions.html (A Learning Style Survey for College) 3/2/2005

Examination Handbooks PET Handbook for Updated Examination from March 2004 – University of Cambridge Esol Examinations PET Past Examination Papers March 2004

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Appendix 1 A Learning Style Survey for College Please enter your First Name: H. Last Name: Andreewa Age: 16 Sex: Male……. Female…x…… Circle the most appropriate button after each statement. Tick the suitable answer. 1. I would rather read material in textbook than listen to a lecture. a. often b. sometimes c. seldom 2. I benefit from studying with a partner or study at a group. a. often b. sometimes c. seldom 3. In my spare time, I like to do projects that involve using my hands (e.g. painting, constructing, using tools, etc). a. often b. sometimes c. seldom 4. I find graphs and diagrams useful in clarifying concepts. a. often b. sometimes c. seldom 5. I benefit more from lab classes than lecture classes. a. often b. sometimes c. seldom 6. I find it useful to read out loud when reading a textbook. a. often b. sometimes c. seldom 7. Reviewing information on flashcard helps me remember it. a. often b. sometimes c. seldom 8. I like solving mazes or jigsaw puzzles. a. often b. sometimes c. seldom 9. I can find the mistakes in my written work. a. often b. sometimes c. seldom 10. I find myself talking out loud when studying by myself. a. often b. sometimes c. seldom 11. As a child, I liked to engage in physical activities during my free time. a. often b. sometimes c. seldom 12. I would rather listen to a book on tape than read it. a. often b. sometimes c. seldom [Type text]

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13. I like solving crossword or word search puzzles. a. often b. sometimes c. seldom 14. I tend to “doodle” during my lecture by drawing on my notebook pages. a. often b. sometimes c. seldom 15. When trying to remember a phone number, I “let my fingers do the walking”, i.e. my fingers seem to remember the number on their own. a. often b. sometimes c. seldom 16. As a child, I liked to read books during my free time. a. often b. sometimes c. seldom 17. I would rather listen to a lecture than read the material in a book. a. often b. sometimes c. seldom 18. I can use a map effectively to get myself to a new location. a. often b. sometimes c. seldom 19. As a child, I liked to listen to stories told to me, or stories on tape, record player, or on radio. a. often b. sometimes c. seldom 20. When learning a new skill, I would rather watch someone demonstrate the skill than listen to someone tell me how to do it. a. often b. sometimes c. seldom 21. When trying to remember a new phone number, I can “see” the number sequence in my head, or I “see” the way numbers look on the phone. a. often b. sometimes c. seldom 22. When trying to remember how to spell a word, I spell the letters with my finger in the air or on a table top. a. often b. sometimes c. seldom 23. If I have to learn how to assemble something, I would rather look at a diagram than listen to someone tell me how to put it together. a. often b. sometimes c. seldom 24. When trying to remember how to spell a word, I write down the word using alternative spellings until I see the spelling sequence I think is correct. a. often b. sometimes c. seldom 25. When trying to remember a phone number, I “hear” the number sequence in my head in the way someone told me the number, or in the way I previously recited the number out loud. a. often b. sometimes c. seldom 26. I like “hands on” learning better than learning from lecture or textbook. [Type text]

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a. often

b. sometimes

c. seldom

27. I would rather have written directions than oral directions. a. often b. sometimes c. seldom 28. When trying to remember how to spell a word, I say the letters or sounds out loud until I think I’ve got the spelling right. a. often b. sometimes c. seldom 29. I learn better by doing than observing. a. often b. sometimes c. seldom 30. As a child, I liked to play with puzzles in my free time. a. often b. sometimes c. seldom 31. When taking a test, I can “see” the answer in my head as it appeared in my notes or textbook when I studied. a. often b. sometimes c. seldom 32. I learn best when physical activity is involved. a. often b. sometimes c. seldom

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Appendix two 1. H.’s answer sheets

Reading: Part 1: 1. 2. 3. 4. 5.

C- write your phone number here A- only come if there is no red light showing B- flour C- as the library is closed, udders can put books through the letterbox C- wait here with your ticket, until staff have prepared your train for boarding

Part 2: 6. F 7. H 8. A 9. G 10. C

Part 3 (mark A =correct, mark B=incorrect) 11. A 12. B 13. A 14. A 15. B 16. B 17. A 18. A 19. B vs. A 20. A vs. B

Part 4: 21. B- explain why someone spent a lot of money 22. C- how one couple support each other 23. A- she wishes he had used the money differently vs. D- she accepts the decisions that he made 24. B- he should not spend all of his money on it vs. A- he might not have enough money to buy it 25. D- a local musician has decided to continue his career in music in spite of winning some money in a competition

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Part 5: 26. B- decided 27. D- experiences 28. D- around 29. A- although 30. B- progress 31. C- weather vs. B- storm 32. B- back vs. D- up 33. C- reached 34. A- impossible 35. B- more vs. C- even

Writing Part 1: (use no more than three words) 1. Madonna had seven …youngest …(vs. younger)……. Brothers and sisters. 2. She moved to New York …because she…… wanted to find singing work. 3. She …became…… famous very quickly. 4. She has been a successful …in singing (vs. singer)…… for a long time. 5. Madonna is possibly …more famous…… than any other woman in the world.

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Part 2: (send a postcard to your friend Chris) (35-45 words) Band: 3 • Say something about the art gallery • Explain why you have chosen to send Chris this postcard (not covered fully in her essay this part of task) • Ask Chris about the weather in Australia

Spelling

Grammar

Punctuation

not clearly communicated

Hi Cris, How are you? Yesterday, I visited art gallery, because I am very interested in it and I bought a lot of postcards, so if you don’t mind, I can send you one, if you are interested in art, too. I am thinking to visit you in Australia; by the way, what the weather is like in Australia? Bye / yours, H.

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Part 3: (a story with a title) (100 words) Band: 4.1

Grammar Vocabulary Spelling Syntax & Punctuation

A very unusual evening Yesterday, I with my boyfriend had decided to have lunch, outside in the nature (countryside). It was a very romantic evening, watching the stars and discussing about different isues with him. (Paragraph) \Suddenly, we saw something strange, while we were looking at the stars. It was like a plate with a lot of lights, for one moment only, and then it disappeared. We couldn’t believe in what we had seen. After five minutes, we had realised that it could be a human from another planet, something like a U.F.O. (Paragraph) / It is difficult to believe, if there is life in another planet, but in the deep of our hurt, we hope that somewhere in the space, there another kinds of humans and soon it will visit us.

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Listening: Part 1: 1. 2. 3. 4. 5. 6. 7.

A C C B C C vs. B A

Part 2: 8. C- secretary 9. B- studied the history of fashion 10. A- her parents saw her work 11. A- produced in a variety of styles vs. C- comfortable for people to wear 12. C- in advertising 13. A- start a children’s clothes business

Part 3: (fill in the missing information in the numbered space) 14. Tuesday 15. 109 16. maps 17. enterous vs. entrance 18. fishing 19. talk

Part 4: (choose A for Yes and B for No) 20. A- Yes 21. A-Yes vs. B-No 22. B- No vs. A-Yes 23. B-No 24. A-Yes 25. A- Yes

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Appendix three Listening Transcripts (PET PAPER 2) Part 1: 1: Which present will the girl take? Woman: I really don’t know to give Mrs. Allemano when I go and stay with her in New York. Do you think she’d like some perfume? Man: Well, you don’t know her very well; do you, so I’d choose something like a scarf, or just a box of chocolates. Woman: Umm…… I like your first idea best- it’ll be much easier to carry. 2: Who lives in John’s house now? Woman: Does your house seem empty now your sister‘s left home, Joe? Man: Not really. My grandmother’s moved into her room, and she doesn’t go out much. It’s really nice having her there because my father never comes home until late, and if my mother’s out for the evening, grandma cooks supper for me. 3. Who will be on the stage next? Man: And that was Fever, with Adam on piano and Gus on guitar. Lots of music to come, including the 3 Shore Sisters with songs from their new CD. But, first, here are The Cotton Seeds- you know the drummer and the guitarist, but singing here with them for the first time is Jenny Lo, the drummer’s sister- please give her a big welcome. 4. Where is the woman’s notebook now? Woman: Excuse me, waiter. I think I left my notebook on this table- have you seen it? It’s red. Man: Oh, yes. I took it inside with the empty glasses when I cleared the table. I gave it to the manager, who put it with the other lost property. He keeps it all in the drawer of his desk. Woman: I see. Where is he now? Man: He’s on the phone inside the café. Why don’t you go inside-he’ll be finished in a minute.

5. What time will the cake be ready? Woman 1: What time is it, Mum? Woman 2: 4.35 Woman 1: And the cake went into the oven at quarter past three? Woman 2: That’s right. You could check it at five, but, don’t take it out until twenty past. That’s 45 minutes to go!

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6. Which TV programme will they watch together? Woman: Hasn’t that tennis match finished, yet? You know I want to watch the wild life programme at 9 o’ clock. Man: It’s cancelled, and everything’s running late because the pop concert finished later than expected. Sit down and watch this match with me. It’s really exciting, and more interesting than looking at animals. Woman: Oh, OK then. 7. How will the family get to Glasgow? Woman: Hello Mum…..we’ll be with you on Tuesday……….No, the train’s almost as expensive as flying and takes much longer. We’re doing as I said we would………We land in Glasgow at 4.00……….and then we’ll hire a car to drive to your house………..

Part 2: Louise: Good evening everyone, my name’s Louise Bright. I’ve worked as a sportswear designer for a big store for four years now, but, I haven’t always worked in fashion. When I left school I worked as a secretary for a couple of years, and then became a bank clerk before getting a job in a travel agency. But I always dreamt about working in fashion, and I used to spend a lot of time staring out of the window and drawing clothes! So, when I was 25, I went to college- the London School of Fashion, and did a four-year course there. You don’t learn how to actually design and make clothes until the second year- the first year is spent looking back at the fashions of the past. In the third year you work in a big store, looking at clothes made by all the famous fashion names. I enjoyed the last year of the course most, because each student designs seven sets of clothes for the final fashion show. All the students at the school come to the final show, and you can invite other friends, as well. But for me, the best thing was that my Mum and Dad could come and see what I’d done. Of course, people who are really well-known in the fashion trade often come, too. I loved the final show. The things I designed were all sports clothes. The shape of these clothes is really quite simple, so it’s sometimes hard to make them look new and interesting. But I particularly like the materials you use because they feel soft when you’ve got them on. I was very lucky to get work as a fashion designer as soon as I‘d finished college. A few students from my course were offered work by really famous fashion designers, but I was offered permanent work by the store I’d worked for as a student, and I’m now designing a special range of clothes for the store. In fact, most of the other students on my course [Type text]

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aren’t designing at all – they’re working in advertising for the fashion industry. I really love my work, but I intend to have my own business in the end – I’d like to design children’s sports clothes, and sell them on the internet. I don’t expect to be fantastically successful, but if I could earn enough to live on, that would be great.

Part 3: Man: Finch Brooke Country Park is open seven days a week from 8a.m. to 7p.m. The Visitor’s Centre is open Tuesday to Sunday, between 9 a.m. and 5.30 p.m. The café, which is next to the Visitor’s Centre, is open from 10a.m. to 5p.m., Wednesday to Sunday. The park is 10 miles north of Hampton, and there’s a regular bus service to the park from the centre of the town, number 109, leaving every 15 minutes. For visitors coming by car, parking at Finch Brooke is free. There’s a 20 miles per hour speed limit inside the park and all drivers are asked to keep to this. At the Visitor’s Centre, there’s a wide selection of books and videos for sale and for no charge, maps are available. These show all the marked paths inside the park. There are many hard-surfaced paths which are suitable for pushchairs, wheelchairs and for walking in all weather. There’s a public telephone in the Visitor’s Centre. In the event of an accident or emergency outside Visitor Centre opening hours, there is another phone at the park entrance. There’s a bike hire service at the park and it is also possible to go fishing on the lake and to camp in the forest. Further information about these activities is available from staff at the Visitor’s Centre. Visitors are reminded that swimming and skating are not allowed on the lake. Events can be arranged fro groups and schools and bookings should be made with Visitor Centre staff. The educational staffs at the park are experienced with all ages. The group will hear a talk and then they will be taken on a guided tour. Thank you for calling Finch Brooke Country Park.

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Part 4: (mark A for Yes and B for No) Tony: Hi Rachel, how are you? Rachel: OK. Actually not really. Tell me, do you have a TV in your bedroom? Tony: Yeah. I got one for my birthday last month; it’s great. Rachel: Oh you’re lucky. My mum won’t let me have one. Tony: Why not? It’s much better because you avoid all those boring arguments about what to watch. Rachel: Right. My sister always wants to watch lots of cartoons and I’m really not keen on them. Tony: Exactly, I used to have the same problem with my little brother. Another thing is that people are always talking in the living room so that even if you can choose the programme, you can’t hear it properly. Rachel: That’s a point, although actually I really like talking about what I’m watching, so I don’t mind people being around, as long as I can choose the programmes. Tony: But, why won’t your Mum let you have a TV in your room? Rachel: She says it would cost too much but I don’t think that’s the real reason, because she said I could have a bike instead. Anyway my Auntie said we could have her old one for next to nothing and my Mum still said no. Tony: When I got mine, my parents were worried that I might watch it late at night and so be too tired for school in the morning. So, I promised them I’d always turn it off before ten o’ clock. Rachel: And do you? Tony: Not always. It depends on what’s on. Rachel: I think my Mum just wants to control what I do, you know, she just wants to be able to say “No television until you’ve done your homework”, and things like that. Tony: Perhaps she thinks you need that. Rachel: She thinks I’m still a child. I’d like the chance to decide things like that for myself. Tony: My parents never ask about my schoolwork. They say it’s something I have to do by myself. Rachel: You’re lucky. Tony: I know.

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Appendix four Speaking Tape script

PRELIMINARY ENGLISH TEST MARCH 2004 – Paper 3 THE SPEAKING TEST

INTERVIEW TAPESCRIPT Key H= H. E= Elephtheria (participating as the second candidate of the same level in order for the assessor to simulate exam conditions) E= Examiner (the writer herself) * Elephtheria speaking

Part one: (2-3 minutes) (Examiner and individual learner, H.) Band: 5 E: Good afternoon. H: Good afternoon. May I sit down? E: Of course, you do. Can I have your mark sheets, please? H: Yes, here you are. E: I’m Mrs. Andreopoulou and this is Mrs. Zygouris, our assessor; She isn’t going to take any part in our conversation, she’s just going to listen to us. H: Hi, Mrs. Zygouris. How are you? E: Ok, now, what’s your name? H: My surname’s Andreewa and I spell it A-n-d-r-e-e-w-a and my name is H. and I spell it H-e-l-e-n. E: Umm…….how old are you, H.? H: I’m 16 years old. E: Where do you come from, H.? Are you from here, in Athens? H: No, I don’t come from here, I come from Ukraine, but, I now I live on Paros, you know where it is, in Kyklades………..it’s a very beautiful island in [Type text]

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the Aegean Sea……in summer it’s full of tourists who come for holidays, whereas, in winter, it’s an empty place…………but, still it’s quiet and peaceful for those who want to raise their children…… E: Very nice, H.; OK, tell me now – do you work or are you a student? H: I’m a student. E: Which grade are you in? H: What, pardon? E: Which grade / class are you in? H: Oh, I see, now, I’m attending the first class of Senior High School and I’ve got a lot of homework to study every day. E: Yeah, I know. Any hopes, plans for the future? What do you want to be when you leave school? H: I have always wanted to be a pilot, but, since I can’t see very far, I decided to become a diplomat, because I like traveling all around the world. E: That’s brilliant. Since you like travelling, I bet that English is useful for you to study. Don’t you think so? H: Yes, I agree with you, because, in these days, if you can’t speak English or any other language, you can’t have a job anywhere in the world. E: You have a point there, H.. Now, do you think that learning English will be useful for you in the future? H: Yes, I think that will be useful , because the English language is an international one, so anywhere in the world you go to, you’ll have to speak it…………you can’t do anything else…. E: You said you were a student and you’ve got a lot of homework to study for; do you have any free time at all? And what do you do? H: Although I have a lot of homework to study every day, plus the private lessons’ homework ……umm……….I still manage to find a little time to go out with my friends for a cup of coffee in a café…………or go clubbing at weekends……. E: That’s good. Have you got any hobbies, H.? H: As I said before, I don’t have too much time because of studying……… but………I still find some time…………..to play tennis with some friends… ….I like to play tennis…… E: O.K. H.. *…………………………………………………………………………….

Part two: (2-3 minutes) (Examiner, H. and Elephtheria) Band: 3.1 E: Now, girls, you both have a look at this photo for a couple of minutes…… …………... H & E: OK……….. E: Now, a student from another country, let’s say from Spain or Portugal, is coming to study here in Greece; he has asked you what he should bring (which things from these….(pointing to the photo)…he should carry with him) . You talk together about the things he will need and say which of these will be most useful for him – you don’t have to agree. H: He will need these things for his stay in Greece or for his studies? E: No. just for his study period. [Type text]

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summer……….the clima / climate is very cold, so he’ll probably need heavy, winter clothes. Now, what about the diary and the video camera? H: OK, then, let’s start with the car, first; I don’t think he ‘ll need the car, because if he wants, he can rent one, here, in Greece or he can use means of transport……. There are too many…….What do you think? El: I agree with you; if someone needs a car, he can hire one here in Greece and besides, there lots of means of transport to use …………….just in case… ……….What about the bike? I believe, he could carry the bike……….. H: Yeah………..I am with you……….he could carry the bike, because it’s not so expensive as the car………but again, how can he carry it on the plane? El: Oh, he doesn’t need to carry it………. he can just ask from someone to lend his own…… H: Yeah… but that can’t happen all the time, unless he buys his own car….. and then, he…….he must have his own bike , so that he can go wherever he likes to……… El: Now, what do you think of the camera? Do you think that he should get one or not? I believe it’s good for him to have one, just to keep the most important memories of his life. H: I agree with you. He will need the camera for taking photos, because Greece is a very beautiful country and ……………..he needs to ………… have / keep memories of it………………because it’s the first time he visits Greece and he ‘ll need some photos ……… H: ……………and I don’t think he will need golf …………rackets………..a racket for playing golf or tennis, because it’s his first time in Greece, he won’t stay long………..and here, in Greece, we don’t play golf……… El: I am with you; we don’t play golf or tennis here so often, so, we don’t need any golf or tennis rackets; if we need, we can go to a tennis……… gipedo……. H: OK, then, I would recommendate / recommend it to take a credit card with him and not money, because it’s for safety………..and people can took / take / steal his money …..and ……for if he takes with him a credit card…….it can be more safety , less risky ……because if somebody steals it, he can go at the bank, right now, and…………….cancel it. El: But, again, isn’t it more safer for him to carry the money than the credit card? I mean, anybody can steal it, break up his PIN password and charge him with lots of money? H: Yes, but, when he realizes that somebody has stolen his card, he can / must go to the bank right now and cancel it. El: Yes, to cancel it and issue another one. H: Yeah, to issue another one. That’s true. Now, what kind of clothes you think he should bring with him? El: From these photos……….. I believe he should bring heavy winter clothes, because he comes in Greece in the winter to study and it will be very cold; what do you think? H: How…….. can I…….I think………..I can see that boy’s living in Greece at this time of year……..he’ll need heavy winter clothes …….because it’s winter………..rainy ……air………….cold………….windy……..it must be winter and not

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El: For me, the video camera is the best one for him to film …….in Greece… …because he is a boy ………and he probably doesn’t like to write in the diary. H: I don’t know what is better for him, but I’d say which is better for me……I think camera is the better one for him, because he can write on camera what he likes and then he can see it, i.e. places, memories……..better a camera than a diary…..but, he could get the diary ………….to write his memories if he likes……but, I would took / take both because I like to film and to write my memories……….I would take both with me…..

Part three: (3 minutes) (Examiner, H. and Elephtheria) Band: 3.5 E: I think we have covered all types of the task. Now, I am going to give each one of you a photo and I would like from you to describe it to each other; H., this is your photo; you show it to Elephtheria and describe it to her – Elephtheria, just listen in. H., have a look at this photo for a minute and then you’re ready to start describing it to her. H: There is a family who / which / who have breakfast and I think they eat very healthy food………juice, toast, eggs, bread, butter, coffee, tea…..and busy for work….; they seems happy like family, because it’s early in the morning and they’re getting ready for work or school. E: Are they happy spending time together or not? What do you think? H: It’s not the best way to…………I don’t know how to say it………..to spend….. E: Say it in another way H: to spend time together because it’s morning and everybody’s in a rush to go to work or to school and they’re just happy they’re not arguing , they’re staying together……. They’re having fun…………. They’re having breakfast…….no time to do anything else…..they’re just talking……they’re not thinking about anything else……… El:*…………………………… E: OK, now, about the second picture; let’s describe it. H: There’s a family with their friends who have dinner …………I don’t know………..but, they’re having a great time together, they’re playing games…….the men are doing different things- discussing………..and I think there’s another family, too. E: Oh, how can you tell? How can you understand it? H: No, it’s just a family who invite their friends to spend time together. E: Yes, but, how can you understand it? H: because there are three men, two women, children playing games and watching TV, and they’re just having a short conversation………….. El: *…………………………………………………….

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Part four: (3 minutes)(Examiner, H. & Elephtheria) Band: 3.5 E: OK, now, both of your photos showed families spending time together; I’d like you to talk together about the things you like to do with your families, and the things you prefer to do with your friends. H: OK, with my friends I like to go out to clubs to dance, to cafés for a cup of coffee, to have a great time; with my family, I spend a few hours only with them,………..only at home, because they’re working and I’m so tired, so we only see each other in the evening, at dinner, so, we can’t talk, just the things we did at the day……..we can’t have a conversation about everything, so only what we did in the working……but, in the winter, on vacanze / holidays, we go out with our dogs to beach ………..to …..park…… I think we’re very happy to do this. El:*…………………………………………………………………………… ………….. E: Now, would you like to spend more time with your family or with your friends? H: Of course with my friends, because I ‘m very happy with them……..I like to spend more time with them…………because I’m not so boring as with my parents…….I’m not having the same time with my family……………. El: *…………………………………………………………………………… ……. E: (to simulate the exam conditions) Thank you. That’s the end of the speaking test. I wish you a nice trip back to Paros. H: Thank you; and I invite you to come to Paros for summer holidays; you should come, it’s a very beautiful island and I’m waiting for you to come….. E: Thank you. Goodbye. H & El: Thank you. Goodbye.

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a) H.’s Results

1. a) b) c) d) e)

Reading Paper Part One: 5/5 Part two: 5/5 Part three: 8/10 Part four: 3/5 Part Five: 8/10

2. a) b) c)

Writing Paper Part One: 3/5 Part Two: Band 3 Part Three: Band 4.1

3. a) b) c) d)

Listening Paper Part One: 6/7 Part Two: 5/6 Part Three: 5/6 Part Four: 4/6

4. a) b) c) d)

Speaking Paper Part One: Band 5 Part Two: Band 3.1 Part Three: Band 3.5 Part Four: Band 3.5

H.’s Aggregate Scoring System Overall Mark: 74.2/100 Aggregate Scoring System: 74.2% PET Pass Aggregate Scoring System: 70%

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Synoptic Results for H.: Reading & Listening 6 0

4 0

2 0

0

Reading

Listening PET English Test March 2004

Figure No 1: Results for H.

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Synoptic Results for H.: Writing

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5

4/4.1

3

2

1, 0

Part 1

Part 2 Part 3 PET English Test March 2004 Figure No 2: Results for H.

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Synoptic Results for H.: Speaking

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5

4

3.1/5

3

2

1,0

Part 1

Part 2

Part 3 Part 4 PET English Test March 2004

Figure No 3: Results for H. [Type text]

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Table No. 1: H.’s overall scores H.

[Type text]

Reading Paper

29

Writing Paper

10.1

Listening Paper

20

Speaking Paper

15.1

Total Score

74.2 %

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