The development of CEFR-based descriptors for assessing engineering students’ integrative ESP competence
| Parent link: | ESP Today.— .— Belgrade: University of Belgrade Vol. 12, iss. 1.— 2024.— P. 93-117 |
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| Sumario: | Title screen The present study aims at developing a scale for planning learning outcomes and elicits possibilities for employing scale descriptors in assessment of language proficiency of students majoring in automotive engineering. The motivation for the research comes from the fact that Russian universities lack a clear system of criteria that can be used for planning and assessment of foreign language competence. With regard to education standards for Russian higher education, foreign language competence is presented as integrative ESP competence and described as a notion combining professional and linguistic constituents. The study employs methods of literature analysis, surveys and interviews conducted among ESP teachers and students of engineering majors. The findings of the research show that a potential solution is relying on the Common European Framework of Reference (CEFR). The authors designed a scale for A2 and B1 levels, where learning outcomes are presented as descriptors combining CEFR communicative skills with activities involved in on-the-job communication. The findings also include the learners’ and experts’ positive evaluation of the elaborated descriptors. The proposed scale and self-assessment grids have certain limitations. Therefore, further study directions are needed. Although meant for automotive engineers, the scale has a potential of being adapted to other engineering majors. Текстовый файл |
| Lenguaje: | inglés |
| Publicado: |
2024
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| Acceso en línea: | https://doi.org/10.18485/esptoday.2024.12.1.5 |
| Formato: | Electrónico Capítulo de libro |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=673642 |
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| 330 | |a The present study aims at developing a scale for planning learning outcomes and elicits possibilities for employing scale descriptors in assessment of language proficiency of students majoring in automotive engineering. The motivation for the research comes from the fact that Russian universities lack a clear system of criteria that can be used for planning and assessment of foreign language competence. With regard to education standards for Russian higher education, foreign language competence is presented as integrative ESP competence and described as a notion combining professional and linguistic constituents. The study employs methods of literature analysis, surveys and interviews conducted among ESP teachers and students of engineering majors. The findings of the research show that a potential solution is relying on the Common European Framework of Reference (CEFR). The authors designed a scale for A2 and B1 levels, where learning outcomes are presented as descriptors combining CEFR communicative skills with activities involved in on-the-job communication. The findings also include the learners’ and experts’ positive evaluation of the elaborated descriptors. The proposed scale and self-assessment grids have certain limitations. Therefore, further study directions are needed. Although meant for automotive engineers, the scale has a potential of being adapted to other engineering majors. | ||
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