Listening and Speaking Skills for Upper Intermediate Students of English as an Additional Language

Student achievement will be assessed using the mastery system in accordance with College policy. Evaluation will be based on CLB and instructor specified criteria. Mastery will be granted to students who achieve an average of 70% on the following portfolio items for both listening and speaking.  For final evaluation at the end of term, student portfolios will contain at least six listening tasks and six speaking tasks; some tasks may be a combination of both skills.

Evaluation will include, but may not be limited to, the following tasks.

Listening

Listen to and understand at least two academic style listening texts (each up to 15 minutes in length) such as a short academic lecture, presentation, college announcement or informal talk.

Complete at least one listening and note-taking activity (up to 10 minutes in length).

Listen to and understand at least one short group interaction, discussion or meeting such as an interview, college club meeting, or student project meeting.

Assessment criteria for the above tasks may include, but are not limited to, the ability to:

• Identify factual details, main ideas and supporting details.
• Make inferences.
• Identify rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
• Identify facts and opinions.
• Interpret factual information, explanations and opinions.

Listen to and understand at least one set of directions or instructions (10-12 steps) such as an instructor’s directions on how to complete a certain assignment, a brief campus safety presentation (e.g., what to do in certain situations), or recorded instructions on how to register for classes, join the student union or find information about college clubs. Assessment criteria may include, but are not limited to, the ability to:

• Follow sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
• Seek clarification and confirmation if needed.
• Respond with actions to directions and instructions.

Listen to and understand at least one listening text intended to influence or persuade such as an advertisement or short debate. Assessment criteria may include, but are not limited to, the ability to:

• Identify the purpose, main ideas and factual details.
• Identify implied meanings.
• Identify the functions of utterances (such as requests and reminders).
• Follow discourse indicators signaling cause and effect, condition and result.
• Interpret requests, reminders, orders and pleas.
• Predict consequences and outcomes.

Listen to and understand at least one social interaction in which someone is expressing or responding to gratitude, hopes, appreciation, complaints, disappointment, satisfaction, dissatisfaction, approval or disapproval. Assessment criteria may include, but are not limited to, the ability to:

• Identify implied meanings and stated and unspecified details.
• Identify language functions.
• Identify formal and casual style and register.
• Understand the intent of the expressions and the responses.
• Identify emotional state, mood and attitude from tone and intonation.
• Interpret feelings such as gratitude, hope and appreciation.
• Identify situation and relationship between speakers.

Speaking

Give at least one short formal presentation (up to 10 minutes) such as a poster or power point presentation to tell a story, or to describe, compare or contrast in detail two events or procedures. Assessment criteria may include, but are not limited to, the ability to:

• Present information using connected discourse.
• Use an introduction, development and conclusion.
• Use connective words and phrases correctly.
• Provide clear and detailed descriptions and comparisons.
• Show developing awareness of appropriate eye contact, body language, volume and rate.

Give at least one set of instructions or directions for a technical or non-technical task, procedure or process such as how to apply/register for college courses or programs, how to use Blackboard or MyDouglas, or how to research information on the Internet for a class project. Assessment criteria may include, but are not limited to, the ability to:

• Use correct sequence of steps.
• Use clear reference and provide necessary details.
• Use sequencing intonation effectively.
• Check with audience to confirm understanding.

Participate effectively in at least one small group discussion or meeting regarding a group project or task. Assessment criteria may include, but are not limited to, the ability to:

• Provide necessary information.
• Ask and address relevant questions.
• Summarize information and ideas to clarify and confirm understanding.
• Hold the floor, share the floor, and thank others for their contributions and information.
• Give a summary or report of the main points contributed by someone else.
• Participate effectively in interactions with little support from others.

Participate effectively in at least one face-to-face/small group discussion to express or respond to appreciation, complaints, satisfaction or dissatisfaction such as having a discussion with an instructor about a previous assignment grade or overall performance in the course. Assessment criteria may include, but are not limited to, the ability to:

• Open and maintain a short formal conversation, closing with three customary steps (pre-closing, closing, leave-taking).
• Introduce a person formally to a group in a way that is appropriate to the situation and audience.
• Ask follow-up questions to keep the conversation going.
• Show developing ability to hold the floor and to resume after an interruption.
• Change the topic appropriately.
• Confirm own comprehension by repeating or paraphrasing.

Participate effectively in at least one face-to-face conversation to give a suggestion, recommendation or advice such as giving feedback and advice to a fellow classmate on a class presentation. Assessment criteria may include, but are not limited to, the ability to:

• Use appropriate persuasive arguments.
• Use modals with the appropriate level of politeness.

Participate effectively in at least one routine telephone call such as leaving a message for an instructor regarding an absence or clarifying a homework assignment. Assessment criteria may include, but are not limited to, the ability to:

• Answer the phone, greet the caller and close the conversation using appropriate conventions and expressions.
• Provide information or leave an accurate message in some detail.
• Clarify and confirm information.

Students may also be required to give short impromptu talks to a small group on a course topic or issue.

Students may also be required to complete quizzes, both skill-based and content-based. 

Classroom skills

Complete at least one self-assessment of learning strategies, progress, strengths, weaknesses, and classroom skills to be discussed with the instructor.