| University
of Cambridge English to Speakers of Other Languages (ESOL) |
The following text is taken from the website 'Cambridge EFL' (English as a Foreign Language). Further information can be found at www.cambridge-efl.org.uk.
Introduction
| Every year more than half a million people take Cambridge examinations in EFL. They take them in order to improve their employment prospects, to seek further education, to prepare themselves to travel or live abroad, or because they want an internationally recognised certificate showing the level they have attained in the language.
The Cambridge EFL examinations are known all over the world and are recognised by universities, employers and national education authorities in many countries.
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The examinations cover the four language skills - listening, speaking, reading and writing. They include a range of tasks which assess candidates' ability to use English, so that in preparing for the examinations, candidates develop the skills they need to make practical use of the language in a variety of contexts. Above all, what Cambridge examinations assess is the the candidates' ability to communicate effectively in English. |
The Recognition of Cambridge ESOL Examinations
| The
Cambridge ESOL exams are known all over the world and are accepted
by universities, employers and national educational authorities
in many countries as evidence of the required standards in English.
For example, universities in Britain, North America, Australia, New Zealand and throughout the world accept the Certificate in Advanced English, the Certificate of Proficiency in English and IELTS as evidence of an adequate standard of English for admission to undergraduate and postgraduate degree courses.
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For
MBA courses we are recommending that higher education institutions
accept Business English Certificate 3 as an entry requirement. This
examination is at the same level as the Certificate in Advanced
English, but is particularly relevant to business students. In the
corporate sector,ESOL business examinations provide an independent
objective assessment of an employee's or potential employee's ability.
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General English
There are five main suite examinations offered through Cambridge ESOL;
of these, Instituto Britanico offers the top three: FCE, CAE and CPE.
They are described below.
| First Certificate in English (FCE)
This is an examination at an intermediate level, requiring competence in all the language skills. It is widely recognised in commerce and industry, and by educational institutions in Britain and overseas as proof of language ability at an intermediate level.
FCE has five components:
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| Reading
Candidates are assessed as to their ability to read semi-authentic texts of various kinds (informative and general interest) and to show understanding of gist, detail and text structure, and to deduce meaning. The paper contains four parts. Each part contains a text and corresponding comprehension tasks. One part may contain two or more shorter related texts.
Writing
Candidates are assessed as to their abilty to write non-specialised task types such as letters, articles, reports and compositions for a given purpose and target reader, covering a range of topics. Candidates are required to carry out two tasks: a compulsory one in Part 1 and one from a choice of four in Part 2. The length of each answer is 120 - 180 words.
Use of English
Candidates are expected to demonstrate their knowledge and control of the language system by completing a number of tasks, some of which are based on specially written texts. The paper contains five parts and sixty-five questions, which take the form of multiple choice gap filling, open gap filling, 'key word' transformations, error correction and word formation task types.
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Listening
Candidates are provided with short extracts and longer monologues, announcements, extracts from radio prgrammes, news, features, etc. at an intermediate level. They are expected to show understanding of detail and gist, and deduce meaning. The paper contains four parts. Each part contains a recorded text or texts and corresponding comprehension tasks. Each part is repeated.
Speaking
The standard test format is two candidates and two examiners. Candidates must be able to respond to questions and interact in conversational English. Prompt materials are used by the examiner to stimulate and guide the interaction. The paper contains four parts including short exchanges with the examiner and with the other candidate, and a 'long turn' of about one minute.
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| Certificate in Advanced English (CAE)
This is an examination which was introduced in 1991 and is suitable for people who require English for professional or study purposes. There is an emphasis on real-world tasks. It is also recognised by British universities as fulfilling English Language entrance requirements.
CAE has five components:
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| Reading
Candidates are assessed as to their ability to read and understand texts taken from magazines, newspapers, leaflets, etc. They should demonstrate a variety of reading skills including skimming, scanning, deduction of meaning from context and selection of relevant information to complete the given task. There are four texts, giving a total of about 3,000 words. There are forty to fifty questions. The three main task types are: multiple matching, multiple choice and gap filling (at paragraph level).
Writing
Candidates are expected to complete non-specialist writing tasks in response to the stimuli provided (input text and task descriptions). The input texts are taken from articles, leaflets, notices, formal and informal letters, etc. Both audience and purpose are made clear in the task descriptions. The first part is compulsory and candidates must complete one or more tasks in response to a reading input which is usually made up of several short texts. The second part involves choosing one of four tasks from a range of writing activities (letters, articles, instructions, messages, etc.). Responses should be about 250 words in length.
English in Use
Candidates are expected to demonstrate the ability to apply their knowledge of the language system by completing tasks based on authentic passages. They must complete six tasks with a total of approximately seventy items. The tasks are of the following types: gap-filling, proof-reading exercises, text completion, text expansion (of notes,etc.).
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Listening
Candidates are expected to understand each text as a whole, gain detailed understanding and appreciate gist and the attitude of the speaker. They must also be able to identify and interpret the context. Texts take the form of announcements, speeches, radio broadcasts, etc. There ae four sections lasting approximately 45 minutes in all, with a total of thirty to forty questions. The first two sections consist of two short monologues, the third of a longer dialogue/interview and the fourth of conversational extracts. The tasks candidates are asked to perform include the following: information transfer, various types of of matching, note completion and multiple choice.
Speaking
The speaking test is conducted by two examiners with a pair of candidates. They must be able to demonstrate a range of speaking skills: interactional, social, transactional, negotiation and collaboration. The test lasts for fifteen minutes. The candidates first introduce themselves and respond to questions about their interests, careers, etc. Each candidate is then given a set of visual stimuli which serve to encourage a 'long turn' from each candidate. The final two parts are linked. The candidates first complete a collaborative task. This is followed by further discussion between the candidates and both examiners on points which have arisen from the collaborative task.
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Certificate of Proficiency in English (CPE)
This is an examination at an advanced level, which is recognised as fulfilling English language requirements by British universities and for business and academic purposes overseas.
CPE has five components:
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| Reading Comprehension
Candidates are expected to show comprehension of gist, detailed content, tone and register. They are also tested on their wider knowledge of vocabulary, usage and grammatical control. There are two sections. In the first section there are twenty-five multiple-choice items. In the second section there are three texts, each between 350 and 550 words in length, with a total of fifteen items. Candidates must demonstrate comprehension of the text by completing a number of multiple choice items.
Composition
Candidates must be able to write non-specialised texts of a descriptive, narrative and discursive nature covering a range of topics. There are five tasks from which the candidate chooses two. One of the five is based on an optional reading of one of three books. Responses should be approximately 300 or 350 words, as specified. One or more texts may be read as background preparation for optional tasks in Paper 2.
Use of English
Candidates are expected to demonstrate their knowledge and control of the language system by completing various tasks at text and sentence level. They are also required to read a text and answer comprehension questions and to summarise specified information from the text. There are two sections. The first section consists of forty-two items of the following four types: one-word gap filling, transformation, word or phrase gap filling and rewriting. The second section is a reading comprehension task with twelve to fifteen items and a summary writing task (approximately 80 words).
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Listening Comprehension
Candidates are expected to extract information, interpret speakers' attitudes and recognise the implications of stress and intonation. Texts take the form of announcements, dialogues, extracts from radio programmes, etc. There are usually three or four texts, each lasting between 1 and 4 minutes, with approximately thirty items of the following types: multiple choice, true/false, matching information, gap filling.
Interview
Candidates may be tested either individually, in pairs or in groups of three. They must be able to discuss and comment on issues and express opinions. The first task involves describing and comparing a set of thematically linked photographs. The final part consists of one or more communicative activities (discussion, planning, problem-solving, etc.). One or more texts may be read as background information for optional tasks in paper 5.
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Examination Results
There are three pass grades (A, B and C) and certificates are awarded to candidates who achieve these grades. Candidates who achieve a grade D, E or U are judged not to have reached the required standard for any of these examinations.
English Tests for Young Learners
The English Tests for Young Learners are designed to assess the English of primary learners between the ages of 7 and 12. There are three levels: Starters, Movers and Flyers. The tests aim to sample relevant and meaningful language use, measure ability accurately and fairly, present a positive impression of international tests, and promote and encourage effective learning and teaching. Each level has three components, all attractively illustrated in colour: Reading and Writing, Listening, and Speaking.
| Reading and Writing
This is a paper and pencil test which lasts between 20 minutes (Starters) and 40 minutes (Flyers). Texts are short and are constrained by a specified set of words and structures. Candidates perform simple operations such as selecting and ticking, writing words and phrases in gaps, or answering open-ended questions.
Listening
This is also a paper and pencil test which lasts between 20 minutes (Starters and Flyers) and 25 minutes (Movers). As with the Reading and Writing paper, texts are limited in the language assessed to what is specified in the test specifications. Candidates listen to short recorded dialogues involving both child and adult speakers, and perform simple operations such as drawing lines, selecting, matching and colouring.
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Speaking
This is a face-to-face test which lasts between 5 and 10 minutes with suitably qualified, experienced and trained examiners. Children perform various activities in response to prompts from the examiner using visual stimuli, and give simple information about themselves.
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Examination Results
There is no pass or fail. Every candidate who attempts all three components will receive an Award showing a number of badges (Cambridge crests) out of five for each component. The minimum Award for children who have attempted all three components is an Award with one badge for each component. Children should receive their Awards within about one month of taking their test.
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