Developing Online Tests

for Technical English for Technical English

Needs and Provisions
Martin Beck
Geoff Tranter
ALTE 2011, Krakw
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
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 checking
the search results below to see whether the topic
is already covered.
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 medical
professionals, English for waiters, English for tourism,
English for Art Purposes, etc. Aviation English as ESP is
taught to pilots, air traffic controllers and civil aviation
cadets who are going to use it in radio communications.
1. What do we understand by Technical English
Technical English is the language used by professionals and
artisans working in technical and scientific fields at various
levels to get things done and achieve practical goals. levels to get things done and achieve practical goals.
Technical English is built on a common core of grammar and
vocabulary that can be found in everyday English. However
technical English also encompasses some highly specialized
and specific terms that would not be part of a lay persons
vocabulary and it is this crucial feature that characterizes and
distinguishes 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 graphic
representation.
1. What do we understand by Technical English
Definition of ESP
Absolute characteristics
ESP is defined to meet specific needs of the learners.
ESP makes use of underlying methodology and
activities of the discipline it serves.
ESP is centered on the language appropriate to these
activities in terms of grammar, lexis, register, study
skills, discourse and genre.
1. What do we understand by Technical English
Variable characteristics
ESP may be related to or designed for specific disciplines.
ESP may use, in specific teaching situations, a different
methodology from that of General English.
ESP is likely to be designed for adult learners, either at a
tertiary level institution or in a professional work situation.
It could, however, be for learners at secondary school
level.
ESP is generally designed for intermediate or advanced
students.
Questions:
# What is the relationship between Technical English
1. What do we understand by Technical English
# What is the relationship between 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?
a) The wide range of Content Areas
# Is there a common core of TE?
2. Special Features of Technical English
# Is there a common core of TE?
# Would a common core simply dilute TE and make it
less relevant for everybody?
# Are the differences compared to General English
simply lexical?
a) The wide range of Content Areas
Technical English for Physics
2. Special Features of Technical English
Any other
suggestions?
Technical English for Physics
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
b) The Language Skills Required
# Do all professionals need all the communicative skills
2. Special Features of Technical English
# Do all professionals need all the communicative skills
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?
c) The Proficiency Level Required
# What levels of language proficiency are required at the
2. Special Features of Technical English
# What levels of language proficiency are required at the
various workplaces?
# To what extent is the language proficiency level
connected 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?
d) Work Experience
# What is the target group for TE? Professionals in
2. Special Features of Technical English
# What is the target group for TE? Professionals in
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 work
experience affect their language performance?
>>>>> Flexibility
# in terms of content area
3. Consequences and Examples
# in terms of content area
# in terms of skills
# in terms of level
# in terms of the type of task that is given in the test
I. TALXX Language Competence for Train Staff
3. Consequences and Examples
II. Aviation English for Pilots
3. Consequences and Examples
The ICAO language proficiency requirements focus on The ICAO language proficiency requirements focus on
speaking and understanding. Therefore, testing for
compliance with ICAO Annex 1 licensing requirements
should focus on speaking and listening proficiency.
II. Aviation English for Pilots
3. Consequences and Examples
The ICAO language proficiency requirements focus on The ICAO language proficiency requirements focus on
speaking and understanding. Therefore, testing for
compliance with ICAO Annex 1 licensing requirements
should focus on speaking and listening proficiency.
a. communicate effectively in voice-only (telephone/radiotelephone) and
in face-to-face situations;
II. Aviation English for Pilots
3. Consequences and Examples
in face-to-face situations;
b. communicate on common, concrete and work-related topics with
accuracy and clarity;
c. use appropriate communicative strategies to exchange messages and
to 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 challenges
presented by a complication or unexpected turn of events that occurs
within the context of a routine work situation or communicative task with
which they are otherwise familiar; and
e. use a dialect or accent which is intelligible to the aeronautical
community.
1. Overall Written Production
2. Overall Written Interaction
5. Overall Oral Production
# Reports and Essays
# Creative Writing
# Notes, Messages and Forms
# Correspondence
# Sustained monologue:
putting a case
# Sustained monologue:
describing experiences
# Public announcements
Needs Analysis for Aviation English Testing
3. Overall Reading Comprehension
6. Overall Oral Interaction
4. Overall Listening Comprehension
# Correspondence
#
# Addressing audiences
# Understanding a native
speaker interlocutor
# Interviewing and being
interviewed
# Information Exchange
# Informal discussion with
friends
# Goal-oriented cooperation
# Formal discussion and meetings
# Conversation
# Transactions
# Listening to Audio Media
# Listening to Announcements
# Listening as a live audience
# Understanding native speakers
# Watching TV / Films
# Reading Instructions
# Reading for Orientation
# Reading for Information
# Reading Correspondence
1. Overall Written Production
2. Overall Written Interaction
5. Overall Oral Production
# Reports and Essays
# Creative Writing
# Notes, Messages and Forms
# Correspondence
# Sustained monologue:
putting a case
# Sustained monologue:
describing experiences
# Public announcements
Needs Analysis for Aviation English Testing
3. Overall Reading Comprehension
6. Overall Oral Interaction
4. Overall Listening Comprehension
# Correspondence
# Public announcements
# Addressing audiences
# Understanding a native
speaker interlocutor
# Interviewing and being
interviewed
# Information Exchange
# Informal discussion with
friends
# Goal-oriented cooperation
# Formal discussion and meetings
# Conversation
# Transactions
# Listening to Audio Media
# Listening to Announcements
# Listening as a live audience
# Understanding native speakers
# Watching TV / Films
# Reading Instructions
# Reading for Orientation
# Reading for Information
# Reading Correspondence
II. Acceuil Tests for the Hospitality/Tourism Industry
3. Consequences and Examples
II. Acceuil Tests for the Hospitality/Tourism Industry
Flexibility
Similar solutions are feasible for many other areas of
3. Consequences and Examples
Similar solutions are feasible for many other areas of
employment: e.g.
# Research and Development
# HR
# .
4. Designing an Online Test for TE
i) Format:
A TE test could consist of the following three parts:
Basic
Language
Competence
Writing Test Speaking
Test
4. A Flexible Test Format for TE
i) Format:
A TE test could consist of the following three parts:
Basic
Language
Competence
Aim: To assess the candidates
general language proficiency in
RC, LC and competence in
language elements, e.g.
vocabulary, structures.
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 to
demonstrate her/his proficiency
in writing texts of different
genres (= different writing
tasks) in English
4. A Flexible Test Format for TE
i) Format:
A TE test could consist of the following three parts:
Speaking
Test
Aim: To enable the candidate to
demonstrate her/his proficiency
in speaking English to deal with
different a variety of tasks.
4. A Flexible Test Format for TE
The BLC is compulsory, the Writing Test and the
Speaking Test are optional.
Basic
Language
Competence
Writing Test Speaking
Test
4. A Flexible Test Format for TE
The Speaking Tasks can be done either by phone or Skype.
Online
BLC
BLC Writing
BLC
BLC Writing Speaking
Speaking



Online
Phone
or
Skype
4. A Flexible Test Format for TE
ii) Level:
The TE tasks assess the candidates skills at the three
levels B1 B2 C1. levels B1 B2 C1.
The online BLC test assesses the candidates general
language competence.
The rating criteria for assessment of the written tasks
allow a differentiated performance rating across the
three levels.
The rating criteria for assessment of the speaking tasks
allow a differentiated rating over the three levels.
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. 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.
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. to be test in the Writing and Speaking Tests.
= The candidates are given a number of different areas
and they indicate on registering which of the specialist
areas they wish to be tested in.
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 Speaking and Writing Tests
= The candidates do not need job-based experience to
answer all the tasks.
Modul 2 online
two to be chosen
(one task, criteria-based evaluation)
Modul 1 online
(B1/B2/C1)
MC
General Business
English in a technical
environment
MONDIALE Technical English Exam
Modul 3 online
SPL distinction
face to face/telephone
(modular choice)
(one task, criteria-based evaluation)
Description
E-Mail
Writing
Summarising Instructions
Report
Writing
Note Taking
Presenting
Opinion
Argumentativ
e Text
Oral Exam : a) information-giving task (monologue)
b) problem-solving task (dialogue)
Sample
Modul 2 online
two to be chosen
(one task, criteria-based evaluation)
Modul 1 online
(B1/B2/C1)
MC
General Business
English in a technical
environment
MONDIALE Technical English Exam
Modul 3 online
SPL distinction
face to face/telephone
(modular choice)
(one task, criteria-based evaluation)
Description
E-Mail
Writing
Summarising Instructions
Report
Writing
Note Taking
Presenting
Opinion
Argumentativ
e Text
Oral Exam : a) information-giving task (monologue)
b) problem-solving task (dialogue)
MONDIALE Technical English Exam
Modul 2 online
two to be chosen
(one task, criteria-based evaluation)
Modul 1 online
(B1/B2/C1)
MC
General Business
English in a technical
environment
MONDIALE Technical English Exam
Modul 3 online
SPL distinction
face to face/telephone
(modular choice)
(one task, criteria-based evaluation)
Description
E-Mail
Writing
Summarising Instructions
Report
Writing
Note Taking
Presenting
Opinion
Argumentativ
e Text
Oral Exam : a) information-giving task (monologue)
b) problem-solving task (dialogue)
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)
Modul 2 online
Modul 1 online
(A2/B1/B2)
MC
General Business
English in a technical
environment
Timing
MONDIALE Technical English Exam
Modul 3 online
SPL distinction
face to face/telephone
(modular choice)
Modul 2 online
SPL distinction
(modular choice)
Oral Exam - finding a solution
Result Management
Evaluation - Writing
Category Sub-Category <B1 B1 B1+ B2 B2+ C1
Task Completion Task 1 EE
x
Task Completion Task 2b EE
x
Task Completion Task 2b EE
Discourse Skills Register
x
Cohesion/Coherence
x
Development/Precision
x
Language Range
x
Accuracy
x
Orthography
x
Evaluation - Speaking
Category Sub-Category <B1 B1 B1+ B2 B2+ C1
Task Completion Oral Production (8)
x
Spoken Interaction
x
Task Management Fluency
x
Task Management Fluency
Cohesion/Coherence
x
Development/Precision
x
Language Range
x
Accuracy
x
Phonology
x
Interaction Turn-Taking
x
Compensating; Asking for
Clarification;
Cooperating
x
Register
x
Thank you
beck@mondiale.de
tranter@mondiale.de