Курсовая работа по теории и методике преподавания иностранных языков на тему linguo-didactic special aspects in CAE exam ( part Use of English)

Introduction
The relevance of the chosen topic follows from the importance of the foreign language learners’ skills assessment. The system of assessing foreign language learners’ knowledge is changing constantly according to educational standards and requirements of the time. It is rather difficult to develop a uniform perfect system for evaluating students’ language skills but history shows that recently there have appeared tendencies towards the connection of language skills and realities in which a language functions . Language assessment or language testing is a field of study under the umbrella of applied linguistics. Its main focus is the assessment of first, second or other language in the school, college, or university context; assessment of language use in the workplace; and assessment of language in the immigration, citizenship, and asylum contexts. The assessment may include listening, speaking, reading, writing, an integration of two or more of these skills, or other constructs of language ability. Equal weight may be placed on knowledge (understanding how the language works theoretically) and proficiency (ability to use the language practically), or greater weight may be given to one aspect or the other
There are different approaches to evaluating students’ knowledge of foreign languages. Performance-based assessment and its advantages are discussed in studies of Brown H. D. , Katz A and others. Much attention is paid to Oral Proficiency Interview as one of the most appropriate methods to assess University students’ language skills relying on the correlation of foreign languages with real-life situations .
Language assessment is a program under the field of applied linguistics that essentially focuses on evaluating a person’s foreign language competence. Many schools and universities use language assessment program to test students who are taking language courses. The government can also apply this system to determine which language a community can understand best, so that the government can communicate to them better. In language assessment, oftentimes the person’s understanding and appreciation of the culture connected to the specific language are also examined.
The foundation of language assessment involves its language content standards and language policies. These two determine what a student should learn from a language course and the expectations and goals he should meet by the end of the course. By establishing both of these, the assessment can appropriately test a person’s knowledge of the language. In some way, a language assessment can also test how well a language course is being taught. If the majority of students did not fare well, then teaching methods can be looked into.
Another important factor in a language assessment is the language performance standard. This determines the language skills a student should develop in order to pass the assessment. This can include skills such as reading, writing, speaking, and listening. These skills can be evaluated by, for example, counting the number of pauses within talk time, the use of different syntax and patterns for sentences, and even the knowledge of proper etiquette during situational conversations.
One example of a language assessment is the International English Language Testing System (IELTS). This test is standardized and is used everywhere in the world. IELTS does not really have a “pass” or “fail” mark; it merely evaluates a person’s proficiency in the English language. Another popular assessment is the Test of English as Foreign Language (TOEFL). This test is used for foreign students who want to study in universities in the US and Canada. This test verifies whether or not a foreign student can understand and speak English to make sure that he maximizes his learning experiences.
Another example of a language assessment is the CAE or Certificate C1 Advanced English. English language exam developed and produced by ESOL (English for Speakers of Other Languages) Cambridge University. Developed and first introduced in 1991. The certificate corresponds to level C1 Of the Council of Europe scale. It is "intermediate" between the FCE and CPE exams. Due to FCE is same as B2 First, CAE, as mentioned below, would mean C1 Advanced and CPE is C2 Proficiency .
The validity period of the certificate is unlimited .
This exam consists of 5 parts — Reading, Writing, Use of English, Listening, Speaking
The part where English grammar is checked contains 5 tasks. It takes 1 hour to complete the task. Task 1. It is a text with 12 spaces. Examinee must fill in the blanks by selecting 1 of 4 options. Each correct answer is rated 1 point. Task 2. It is a text with 15 spaces. It must fill in the blanks. No response options are offered. Each correct answer is rated 1 point. Task 3. It is a text with 10 spaces. For each pass, a word is suggested that needs to be changed in some way (form, time, mood, make a different word based on this one, etc.) to fill in the pass. Each correct answer is rated 1 point. Task 4.It consists of 5 questions. Each offers 3 sentences with 1 missing word. In all three, the omitted word is a homonym (the same spelling, but different meaning). Each correct answer is evaluated with 2 points. Task 5. It consists of 8 questions. The question offers two sentences that are identical in meaning. The second sentence omits some of the words. It is also proposed that one word. It is necessary to use from 3 to 6 words, including this one and without changing it, to fill in the gap so that the second sentence would be the same in meaning as the first. The correct answer can be rated 1 or 2 points.
It should be noted that the Cambridge exams are focused on testing all skills, but the main emphasis is on checking the grammatical and lexical part of the student.
The objective of this research work is the Lingvo-didactic special aspects in CAE exam.
The aim of this scientific work is to consider the structural features of the CAE exam, as well as to develop materials that would allow examinee to better prepare for the grammatical and lexical part of the exam.
To achieve this goal, we need to solve a number of research questions:
- to give a general description of the CAE exam;
- to define the skills to be tested;
- to analyze the language sentences’ structures in regard to the assessment;
- to characterize resources and student books for CAE exam;
- develop materials that would allow examinee to better prepare for this part of the exam (Use of English);
- to provide an experiment based on the research questions.
The following research methods were used in this research work:
- method of targeted material selection;
- comparative analysis;
- method of scientific analysis;
- statistical analysis;
- method of experiment.
 

1.Theoretical Part

1.1. Cambridge Exams
1.1.1. Cambridge Exams for adults
There is growing evidence to support the view that the Cambridge English exams embody or reflect The Common European Framework of Reference for Languages in a variety of ways . The benefits of the relationship between the CEFR and Cambridge English exams are perhaps best judged by the extent to which together they enable language learning/teaching to flourish and encourage achievements to be recognized, and so enrich the lives of individuals and communities. The Cambridge English exams have the following levels.
A2 Key (KET) is the first exam in the Cambridgmse English line for adults, and it is the first step in developing English language skills for work or study in the future. It confirms the level of A1 and A2 by CEFR, i.e. Beginner and Elementary. One can take it speaks, write, and understands basic English by ear. To pass the exam, candidate must be able to:
-ask and answer questions about itself and others;
- understand ads and instructions as long as people speak slowly and clearly;
- tell others what think about what examinee reads or heard.
The exam consists of three parts with the following proportions: reading and writing — 50% , Listening — 25% and Speaking — 25%. There are options when speaking is given the next day. This part of the exam involves communicating in English with two examiners and another candidate.
There are two versions of the exam: Computer Based (CB) and Paper based (PB). If candidate prefers to write by hand, he/she choose the latter .
B1 Preliminary (PET) confirms ability to communicate in English in practical, everyday situations. This certificate is a good foundation for those who want to get a professional qualification in English. B1 Preliminary (PET) confirms the B1 or B2 level of the CEFR, i.e. Intermediate.
One can take a PET if confident when traveling or dealing with native English speakers at work. To pass the exam, examinee need to be able to:
- Express own preferences, likes and dislikes, and discuss them with others;
- understand oral and written announcements and instructions by ear;
- write a personal letter or note on the content of a meeting or discussion.
Like the previous exam, B1 Preliminary consists of three parts and exists in two versions — Computer/Paper Based. The exam tasks are aimed at the interests of adults and are intended for students regardless of their goals: whether they want to go to University, start their own business or develop their career .
Many international companies including Metrostay in the Czech Republic, Chelsea football club Academy in the UK, and MNG Airlines in Turkey employ holders of B1 Preliminary certificates.
Also, many of higher education institutions around the world accept the B1 Preliminary certificate to assess the level of English proficiency. For example, in Brazil (Centro Universitario Newton Paiva), Chile (University of Chile), Germany (Freie Universitat Berlin), Italy (La Salle Centro Universitario), Mexico (University of TEC de Monterrey), Peru (Catholic Pontifical University of Peru), Vietnam (hue University), Spain (La Salle Centro Universitario), great Britain (universities of the INTO partnership, such as the University of Exeter) A full list of organizations can be found on the Cambridge Assessment English website .
B2 First (FCE) is a General English language exam that confirms that candidate can speak and write English well enough to work or study in an English — speaking environment.
It worth to focus on FCE due to work for an English-speaking company, living in an English-speaking country, or preparing for University in English. To pass the exam successfully, the examinee must be able to:
- write essays and emails, articles or reports;
- explain the idea or conduct a detailed discussion in English;
- understand General English, for example, while watching TV or reading Newspapers or news on the Internet.
The exam consists of four parts that cover all key language skills (reading and using the language, writing, listening and speaking). Candidates can also choose a paper or computer version of the test
A significant number of higher education institutions accept the B2 First certificate. For example, in Australia (Box hill Institute), Canada (Thompson rivers University), Germany (Freie