A grammar test to an intermediate level - Assignment Example

A grammar test to an intermediate level Introduction Despite the fact that English is not the native language of many people around the globe, it holds a special place as the lingua franca (Harmer 2007, Pg 1). This means that it is among the most widely used language of communication among any two different groups of people that have different native languages. For this reason study of English has become very important not only for communication purposes but also for education. Most institutions across the globe use English as the major language of communication hence creating a greater need to study it. Most international students coming from non English speaking countries often study and take English proficiency tests to prove their eligibility to study in certain countries (Hughes 1989, pg 14). Students who have studied English up to intermediate levels often have little or average skills that may enable them communicate at certain levels. To prove their levels of competencies and fluency in speaking English, it is important to give the students English tests. Such tests aim at showing their levels of understanding of the English language and the mastery of various concepts such as Verb- Noun combinations (Hughes 1989, pg 14). Through testing, the teacher will know the weak points of the students and help them accordingly in improving their linguistically skills. In the same context, intermediate students are often tested on their sign posting abilities. This is where they use keywords to communicate in their writings. This is important since it eases communication between and enables easy interjection of certain verbs and noun agreements (Hughes 1989, pg 23). Mastery of signposting skills is important and plays a major role in teaching the intermediate students. This essay is thus designed to examine various ways of testing the English grammar, the methods of testing and why such methods have been used in the testing. Importance of testing For a longtime teachers have had a hard time trying to determine whether their students have grasped the various learning concepts tests were therefore introduced to enable teachers asses the learning levels of their students (Harmer 2007, Pg 2). Prior to any testing exercise, teachers often put many factors into consideration, such, may include the age of the students, the topics covered under study. One of the importances of testing the intermediate students English language levels is that it helps the teacher make various decisions regarding the teaching models to use. Teachers have various styles of teaching and such may affect the students understanding of the given topic (Hughes 1989, pg 15). The testing therefore enables teachers to tailor their teaching styles to fit the students that are being taught. In the face of ever changing English and language developments, the testing of students gives them exposure to these changes. Students at intermediate levels may not have so much grasp and command of the English language, however, through testing the teachers may introduce elements that will be suitable for their learning (Yule, 2000 Pg 17). Therefore, testing of this kind allows the teacher to determine what the learners ought to know and the various changes that are talking place in the English language. Through testing, the teacher will be able to know the various interests of the learners especially in regards to the learning styles applicable in teaching them. For instances students that are convergers are often solitary and may not like learning in the same environment as the others (Yule, 2000 Pg 17). Through this the teacher will be in a position to identify the conformist students who have preference to studying the language rather than using the language. Others like concrete learners and the communicative learners will also be identified and the teacher will come up with various teaching models that are suitable for them. Having knowledge on the type of students in your class is very important and only their performance in the respective tests can help the teacher identify such students (Harmer 2007, Pg 1). This will in turn enable the teachers to invent the best teaching methods that are suitable for the students. Such will also help the teachers plan various class learning activities that will be most suitable for the learners. Testing also affects the grading that the students are given. Most learning intuitions often grade students using their performance in tests. The grade given to students always determine the teachers levels of satisfaction with their work, hence it will determine promotion to the subsequent learning levels (Hughes 1989, pg 17). Without examination, teachers may not perfectly determine the students’ ability to express themselves in the English language. Without tests, teachers would be biased in their decisions about students’ performance since their personal assessments may not be perfect. Through testing teachers will know whether the learners are learning the correct things designed for them. Most intermediate level teachers often follow a given curriculum. Such curriculums are often created with targets that the learners should have achieved at the end of the learning experience (Stranks 2003, pg 334). This implies that the testing that comes thereafter should be in conformity with the curriculum demands and targets. This testing exercise will therefore help the teacher to determine whether the students have successfully met the curriculum demands that include proficiency in writing, grammar, speaking and listening (Yule, 2000 Pg 11).. Through tests, the educators can set standards for learning. This means that the tests will show their various levels of learning hence prompting the teacher to either lower or increase the set standards for their learning (Stranks 2003). When the teacher uses this method, they consider the types of performance that demonstrate understanding, mastery and knowledge. Relatively, testing helps provide diagnostic feed back to the teacher. This is in regards to the students’ knowledge base, performance base, their lesson and curriculum needs and the things or segments that probably the teachers haven’t covered in class (Ur 1988, pg 37). Such diagnostic feedback is important in evaluating the effectiveness of the lessons to the students. They can also help in lesson planning that will enable the students balance between what they have mastered and the areas that is still lacking (Yule, 2000 Pg 17). To some extent, tests often motivate performance of both the students and the teachers. It helps the students know their mastery levels of the language. The students will know the learning areas that they cannot clearly comprehend. This will help them work hard towards improving the same. Teachers equally may benefit from this; upon knowing their students points of weaknesses and strengths can choose to maximize on their weaknesses to ensure perfection in the subject mastery (Yule, 2000 Pg 13). Finally, testing helps in relating the students’ progress. This means that the teacher will be able to assess whether the student can talk the language in good flow and command (Ur 1988, pg 47). Also, the teacher will be well positioned to know the ability of the student to apply the learnt concepts effectively. Through this, more relevant materials important for improving the student performance can be introduced to ensure effective learning. Advantages of testing Promotes a sense of competition among students; When students are evaluated on various subjects, grading is always done which gives each student a class position. This often makes the students compete for top position. Such a competition is important since it makes students work hard on their areas of weaknesses (Stranks 2003 Pg 311). Exams are a tool for assessing students’ class capability. This means that the exams will point out each student’s strengths and areas of weaknesses (Yule, 2000 Pg 17). Such makes it easy for teachers to guide them appropriately in their class work. Tests help in promoting academic pressure; other than students and their parents, the schools are often interested in the performance of the students. The tests are therefore used by the school administration to determine the ability of students vis a vis the others from other institutions (Harmer 2007, Pg 3). The test will therefore determine the amount of academic pressure exerted on the students, teachers and other parties concerned. Exams often create a state of tension in the student’s mind which makes the student study. This makes them leave their comfort zones and concentrate highly on their books. Such tension makes students learn various things that they have been taught in classroom (Yule, 2000 Pg 17). Disadvantages of testing Exams may have poor predictive qualities; this is in the sense that the exams reveal students ability under restricted conditions within a limited time frame. Such conditions in many cases may cause a student to be anxious and fearful even if they are bright (Ur 1988, pg 51). The student may therefore not perform as per their capabilities. This may not reflect the students’ capability. Consequently, most exams often encourage teachers to teach students only the stipulated things within the syllabus or the learning curriculum. In other words, this is often referred to as fixed curriculums. This has been found to be very limiting since the students will only be taught based on the curriculum demands of the subject. Such may not provide the students with various educational benefits that may help them in other sectors of life (Stranks 2003). During tests, most students often have the tendency of cramming the work taught in class. This is not always beneficial since they only master the concepts momentarily and then lose them almost immediately (Yule, 2000 Pg 13). Such may not be beneficial since the students may only be concerned with their passing of exams. The available testing methods There are often a variety of testing methods for EFL students at intermediate levels. These tests often form a combination of the strategies that the students have learnt in class. The aims of these tests are to examine the skill levels of the students in regards to what the teachers have taught them in classroom (Boyer 2008). The most common testing methods for such students are often the oral testing and the written tests. Oral tests Orals tests for intermediate students are often meant to assess the skill levels of the students in a communicative context. Such oral tests also help in listening of the students’ ability to comprehend various things in an environment of question and answer session (Ur 1988, pg 56). Oral tests always have the secondary target of allowing the students to widen their language use. This may be centered on a theme that the student is interested in. During oral test, students may be given a reading comprehension or a topic to debate on. They will then be awarded marks depending on the manner in which they tackle the given topic. There are certain evaluation criterions that are often used. Such include the fluency of speech, grammar use, listening comprehension, pronunciation and vocabulary complexity and appropriateness (Harmer 2007). Fluency of speech: this evaluation point often focuses on the smoothness of the speech rather than the speed. Students who have just crammed their conversations and cannot continue their presentations inherently may get low marks (Yule, 2000 Pg 19). Such students may show awkwardness during their presentations as well as stopping hence resulting to lack of flow (Stranks 2003). Students that speak efficiently with normalcy in their speech should be given good grading. Grammar use: Most intermediate level students have problems in English grammar use. This is a major testing that most EFL students go through. Most of such tests are normally meant to understand the students’ intent of communication rather than observing the errors that they make (Harmer 2007). This criterion may vary depending on the native backgrounds of the students. Listening comprehension: this is normally evaluated and tested in a prepared conversation session. In some instances, students may respond to this by keeping silent or waiting for their partners to speak on their behalf (Stranks 2003 pg. 336). On the contrary other students may respond to this by showing excellent performance in their listening and the answers they give. Pronunciations: this is another very important aspect of oral examination. Most native speakers have a tendency of possessing high tolerance levels to ambiguity hence the accent of speech is never considered an integrative part of the testing (Yule, 2000 Pg 18). In cases where a student’s speech is characterized with continuous mispronunciations and the comprehension meaning of the text lost due to mispronunciation, low marks is often awarded (Boyer 2008). Alternatively, in cases where the student is able to identify and correct their mispronunciations, higher marks may be awarded. Vocabulary complexity and appropriateness In regards to the student’s choice of topic, certain vocabulary items from their course work can be incorporated into the speech. Such terms should be relevant to the topic of study and should add significantly to the meaning that the comprehension gives (Harmer 2007). Marks should thus be awarded relative to good use of such vocabularies in the speech context. Written test Written test is often aimed at examining the student’s ability to read and internalize the tested concept in the exam. Most writing skills are often aimed at interpreting the student’s ability to conjugate subject verb agreements in a sentence as well as ability to comprehend written English vocabulary (Boyer 2008). For students to successfully pass the writing test, they need to show dominance and mastery of the concepts of the written English. The written test may also be sued to examine the student’s ability to use certain elements such as conjunctions in sentence as well as the overall sentence structure in terms of arrangements (Stranks 2003 pg. 329). The word choice is equally important in this test. Below is an example of an intermediate level student test: Intermediate level students English test. Grammar Time: 45 minutes Fill in the blank spaces with the most appropriate words (20 Marks) 1. My father has a vineyard ….the Mountains a. In b. at c. on d. with 2. Sharon likes taking pancakes …. Breakfast a. For b. at c. in d. with 3. The train leaves ….east lands at exactly 9 O’clock a. To b. for c. at d. in 4. People should keep watch…. their diets to stay healthy always a. On b. of c. to d. with 5. This is a beautiful house, I may not afford to buy it, it is …. Expensive a. Enough b. too c. much 6. During your childhood, did you ….mould clay? a. Use b. used to c. use to 7. I am very…. Taking driving lessons, they may be very important to me in the near future. a. Interest in b. interested in c. interesting in 8. Would you take a cup of tea? No thanks, I have …. Had some a. Again b. yet c. already 9. I must write that letter. Could you kindly…. Me a piece of paper? a. Let b. borrow c. lend 10. I have lived in New York ….. five years. a. From b. since c. for TENSES Use the words in bracket to make the sentences into their rightful tenses (10 marks) 1. Sharon always…..early during the week a. Left b. leave c. go 2. I am new to this place. Where exactly (I/ need to) go? 3. While ( I / wait) for my cab this morning, (I/ meet) an old classmate. 4. This evening my father (leave) for Dubai. 5. The English teacher (come) to class late 6. John (carry) a heavy bag to class 7. Mum told jenny to (drink) a lot of water 8. As soon as the dinosaur appeared we all (keep) quiet 9. (Play) in class is prohibited by the school administration 10. Failing to do assignment is (punishable) at school. In the above test, the time allocated is 45 minutes to allow the students tackle each question for at least 2 minutes each. The mark allocation in the grammar section is 20 marks, implying that each question carries 2 marks each. The tenses section carries a total of 10 marks, each question carrying 1 mark each. Conclusion Students taking their intermediate levels English examination should basically concentrate on the sentence structure, verb agreements and the tenses. Grammar is equally paramount and should be given consideration both in the spoken and the written context. Relatively, test play a very major role to the students study and this makes it compulsory for the students to undergo it regularly for the purpose of mastering the concepts studied in class (Harmer 2007). Test also triggers competition among the students hence should be encouraged always to ensure that they aim to achieve higher grades. References Harmer, J., 2007, The practice of English language teaching. Harlow, Pearson Longman. Hughes, A., 1989, Testing for language teachers. Cambridge: Cambridge University Press. Stranks, J., 2003, Materials for the teaching of grammar. In B. Tomlinson (Ed.), Developing materials for language teaching pp. 329 – 339. London: Continuum. Ur, P., 1988, Grammar practice activities. A practical guide for teachers. Cambridge: Cambridge University Press. Yule, G., 2000, Explaining English grammar. Oxford [u.a.], Oxford Univ. Press. Boyer, S., 2008, Understanding spoken English: a focus on everyday language in context. Book three Book three. Glenbrook, N.S.W., Boyer Educational Resources. Read More