Creation of descriptors for advanced levels of oral production.
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2022-03-22
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En los exámenes de competencia los niveles avanzados se han ignorado y han estado
poco definidos, lo que puede deberse a que no muchas personas alcanzan estos niveles. Sin
embargo, en cualquier tipo de evaluación es importante definirlos ya que la creación de estas
rúbricas permite al alumno obtener una perspectiva más objetiva de sus habilidades
lingüísticas. El objetivo de este Trabajo de Fin de Grado es encontrar posibles fuentes para
definir los niveles superiores de competencia, aquellos niveles que superan el nivel C2 en el
Marco Común Europeo (Consejo de Europa, 2001), y proporcionar esta definición de la
manera más objetiva posible. Este proyecto se considera útil para los examinadores que
tienen que calificar a estudiantes avanzados para que estos estudiantes obtengan una
puntuación clara en un examen oral, lo que permitirá a los evaluadores proporcionar una
retroalimentación más beneficiosa a los estudiantes y esto puede ayudar al progreso de las
habilidades de habla inglesa.
In standardized language proficiency tests, advanced levels of proficiency have been normally ignored or underdefined, perhaps due to the fact that not many speakers achieve this level of proficiency. However, in any comprehensive assessment continuum it is important to define such levels to allow language learners to obtain a more objective perspective of their actual language abilities. The aim of this Degree Dissertation is to find sources for the definition of the higher levels of proficiency, chiefly those levels that go beyond C2 level in the Common European Framework of Reference (Council of Europe, 2001), henceforth CEFR, and to provide this definition as objectively as possible. Accurate definitions of high proficiency levels will be beneficial both for raters, who will have a clearer idea of the target levels, and for the assessed speakers, who will obtain accurate feedback on their performance that is potentially beneficial for the improvement of their language skills.
In standardized language proficiency tests, advanced levels of proficiency have been normally ignored or underdefined, perhaps due to the fact that not many speakers achieve this level of proficiency. However, in any comprehensive assessment continuum it is important to define such levels to allow language learners to obtain a more objective perspective of their actual language abilities. The aim of this Degree Dissertation is to find sources for the definition of the higher levels of proficiency, chiefly those levels that go beyond C2 level in the Common European Framework of Reference (Council of Europe, 2001), henceforth CEFR, and to provide this definition as objectively as possible. Accurate definitions of high proficiency levels will be beneficial both for raters, who will have a clearer idea of the target levels, and for the assessed speakers, who will obtain accurate feedback on their performance that is potentially beneficial for the improvement of their language skills.
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