Developing Online Tests 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. 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.

1. What do we understand by Technical English

Questions: # 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?

2. Special Features of Technical English

a) The wide range of Content Areas # 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?

Any other suggestions?

2. Special Features of Technical English
a) The wide range of Content Areas
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

2. Special Features of Technical English

b) The Language Skills Required # 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?

2. Special Features of Technical English

c) The Proficiency Level Required # 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?

2. Special Features of Technical English

d) Work Experience # 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?

3. Consequences and Examples >>>>> Flexibility

# 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

3. Consequences and Examples

I. TALXX Language Competence for Train Staff

3. Consequences and Examples

II. Aviation English for Pilots 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.

3. Consequences and Examples

II. Aviation English for Pilots 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.

3. Consequences and Examples

II. Aviation English for Pilots
a. communicate effectively in voice-only (telephone/radiotelephone) and 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.

Needs Analysis for Aviation English Testing

1. Overall Written Production # Creative Writing # Reports and Essays 2. Overall Written Interaction # Notes, Messages and Forms # Correspondence 3. Overall Reading Comprehension # Reading for Orientation # Reading for Information # Reading Instructions # Reading Correspondence 4. Overall Listening Comprehension # Listening to Audio Media # Listening to Announcements # Listening as a live audience # Understanding native speakers # Watching TV / Films 5. Overall Oral Production # Sustained monologue: putting a case # Sustained monologue: describing experiences # Public announcements # Addressing audiences 6. Overall Oral Interaction # Understanding a native speaker interlocutor # Interviewing and being interviewed # Information Exchange # Conversation # Informal discussion with friends # Formal discussion and meetings # Transactions # Goal-oriented cooperation

Needs Analysis for Aviation English Testing

1. Overall Written Production # Creative Writing # Reports and Essays 2. Overall Written Interaction # Notes, Messages and Forms # Correspondence 3. Overall Reading Comprehension # Reading for Orientation # Reading for Information # Reading Instructions # Reading Correspondence 4. Overall Listening Comprehension # Listening to Audio Media # Listening to Announcements # Listening as a live audience # Understanding native speakers # Watching TV / Films 5. Overall Oral Production # Sustained monologue: putting a case # Sustained monologue: describing experiences # Public announcements # Addressing audiences 6. Overall Oral Interaction # Understanding a native speaker interlocutor # Interviewing and being interviewed # Information Exchange # Conversation # Informal discussion with friends # Formal discussion and meetings # Transactions # Goal-oriented cooperation

3. Consequences and Examples

II. Acceuil Tests for the Hospitality/Tourism Industry

II. Acceuil Tests for the Hospitality/Tourism Industry

3. Consequences and Examples

Flexibility 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.

BLC BLC BLC BLC Writing Speaking Writing

Online Phone or Skype Speaking

4. A Flexible Test Format for TE

ii) Level: The TE tasks assess the candidates skills at the three levels B1 B2 C1. The online BLC test assesses the candidates 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. >>>>>> 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. = 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 = The candidates do not need job-based experience to answer all the tasks.

MONDIALE Technical English Exam

Modul 1 online (B1/B2/C1)

MC
General Business English in a technical environment

Modul 2 online two to be chosen (one task, criteria-based evaluation)

Description E-Mail Writing Summarising Instructions Report Writing Note Taking Presenting Opinion Argumentativ e Text

Modul 3 online SPL distinction

face to face/telephone (modular choice)

Oral Exam : a) information-giving task (monologue) b) problem-solving task (dialogue)

Sample

MONDIALE Technical English Exam

Modul 1 online (B1/B2/C1)

MC
General Business English in a technical environment

Modul 2 online two to be chosen (one task, criteria-based evaluation)

Description E-Mail Writing Summarising Instructions Report Writing Note Taking Presenting Opinion Argumentativ e Text

Modul 3 online SPL distinction

face to face/telephone (modular choice)

Oral Exam : a) information-giving task (monologue) b) problem-solving task (dialogue)

MONDIALE Technical English Exam

MONDIALE Technical English Exam

Modul 1 online (B1/B2/C1)

MC
General Business English in a technical environment

Modul 2 online two to be chosen (one task, criteria-based evaluation)

Description E-Mail Writing Summarising Instructions Report Writing Note Taking Presenting Opinion Argumentativ e Text

Modul 3 online SPL distinction

face to face/telephone (modular choice)

Oral Exam : a) information-giving task (monologue) b) problem-solving task (dialogue)

Speaking genres: a) Monologic

+ Describing (e.g. a technical process) + Presenting (e.g. a technical product) + Explaining (e.g. a technical principle)

+ Summarising (e.g. a technical article)

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)

MONDIALE Technical English Exam Timing

Modul 1 online
(A2/B1/B2)

MC
General Business English in a technical environment

Modul 2 online SPL distinction

(modular choice)

Modul 3 online SPL distinction

face to face/telephone (modular choice)

Oral Exam - finding a solution

Result Management

Evaluation - Writing

Category
Task Completion

Sub-Category
Task 1 EE

<B1
x

B1

B1+

B2 B2+

C1

Task Completion

Task 2b EE

Discourse Skills

Register Cohesion/Coherence Development/Precision x

Language

Range Accuracy Orthography

x x x

Evaluation - Speaking
Category Task Completion Sub-Category Oral Production (8) x <B1 B1 B1+ B2 B2+ x C1

Spoken Interaction

Task Management

Fluency Cohesion/Coherence Development/Precision

x x x

Language

Range Accuracy Phonology

x x x

Interaction

Turn-Taking Compensating; Asking for Clarification; Cooperating Register

x x x

Thank you beck@mondiale.de tranter@mondiale.de