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Both versions of the exam (A2 Key and A2 Key for Schools) are made up of three papers, which cover all four language skills (Reading, Writing, Listening and Speaking). [4] The Speaking paper is taken face-to-face and candidates have the choice of taking the Reading and Writing paper and Listening paper on a computer or paper. [5] 1.
The test consists of two sections: Language Use and Listening. Within the Use of English Section, in addition to standard grammar, lexis and listening questions, the test design focuses on meaning beyond the sentence, including implied meaning; the language sampled in the test is an accurate predictor of general language ability. [ 2 ]
The placement test uses the same task types as Cambridge English: Young Learners and covers listening, reading and writing skills. The placement test is computer adaptive. It becomes progressively easier or more difficult based on the student's responses, assessing the entire spectrum of language ability from CEFR level pre A1 to level A2.
The Oxford Test of English and Oxford Test of English for Schools certify at A2, B1, and B2 levels. The Oxford Test of English Advanced certifies at B2 and C1. Test takers who do not achieve a certified CEFR level receive an indicative ‘Below’ level. The table below shows the standardised scores, CEFR levels and indicative ‘Below’ levels:
The concept of macro-functions is Reception, Production, Interaction, and Mediation (instead of Reading, Writing, Speaking, and Listening). The CEFR-CV is based on a social constructivist approach: language is seen as the social action of several language users who jointly co-construct meaning.
A variant of elsa, the Foundational English Language Skills Assessment (FELSA), has been developed for all age groups with a special focus on speakers who correspond to level A1 or A2 of the Common European Framework of Reference for Languages, who may have slight conversational English language familiarity but would not ordinarily be able to succeed in school, business or travel in English.
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Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
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