An examination of successful language use at B1, B2 and C1 level in UCLanESB speaking tests in accordance with the Common European Framework of References for Languages
type: CreativeWork
description: The concept of success in second language learning has received growing attention over the last few years. With the earlier dominance of the native speaker as a model and measure for success, learner language had previously been seen as inferior or deviant from the native speaker target and norm. However, with the arrival of the Common European Framework of Reference for Languages [CEFR] (CoE, 2001), a shift in emphasis saw learner proficiency across all language use viewed in terms of what learners could do, rather than what they could not. Despite this more positive outlook, the CEFR, in its aim of being non-language specific to maintain applicability across language learning contexts, fails to effectively illustrate how its many descriptors and scales apply to learner language at different levels. Though it extensively documents what learners are able to do with their language, it fails to specify exactly how they can actually do it. The aim of this study was therefore to examine what makes B1, B2 and C1 learners successful in their speech in accordance with the CEFR. In being successful, learners’ spoken performance should correspond with the criteria presented in the CEFR’s descriptors and scales for their current proficiency level. Employing corpus linguistics methodology, speech was chosen as a focus for this study as it i) represents the skill by which learners are most commonly judged, and ii) represents an area that has not received as much attention in corpus linguistics and learner corpus research. Via the compilation of a 70,578 token learner corpus of speaking exam data, analysis examined learners’ use of their core vocabularies and the occurrence and realisation of can-do statements for speech. The study’s research questions asked: What percentage of the words used by successful B1, B2 and C1 learners came from the first 1000 and second 1000 most frequent words in English? What were the 20 most frequent words at B1, B2 and C1 and their notable colloca…
abstract: The concept of success in second language learning has received growing attention over the last few years. With the earlier dominance of the native speaker as a model and measure for success, learner language had previously been seen as inferior or deviant from the native speaker target and norm. However, with the arrival of the Common European Framework of Reference for Languages [CEFR] (CoE, 2001), a shift in emphasis saw learner proficiency across all language use viewed in terms of what learners could do, rather than what they could not. Despite this more positive outlook, the CEFR, in its aim of being non-language specific to maintain applicability across language learning contexts, fails to effectively illustrate how its many descriptors and scales apply to learner language at different levels. Though it extensively documents what learners are able to do with their language, it fails to specify exactly how they can actually do it. The aim of this study was therefore to examine what makes B1, B2 and C1 learners successful in their speech in accordance with the CEFR. In being successful, learners’ spoken performance should correspond with the criteria presented in the CEFR’s descriptors and scales for their current proficiency level. Employing corpus linguistics methodology, speech was chosen as a focus for this study as it i) represents the skill by which learners are most commonly judged, and ii) represents an area that has not received as much attention in corpus linguistics and learner corpus research. Via the compilation of a 70,578 token learner corpus of speaking exam data, analysis examined learners’ use of their core vocabularies and the occurrence and realisation of can-do statements for speech. The study’s research questions asked: What percentage of the words used by successful B1, B2 and C1 learners came from the first 1000 and second 1000 most frequent words in English? What were the 20 most frequent words at B1, B2 and C1 and their notable colloca…
author: Byrne, Shelley
language: en
keywords: Linguistics
date published: 2016-06
date modified: 2026-07-24T01:36:13Z
provider: University of Central Lancashire
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Central Lancashire