Who is it for?
Within the framework of the GULT project a structure for a task-based university LSP test at level C1 has been developed. This test or exam structure is based on a macro-task, which then comprises a series of micro-tasks to be carried out by the candidates in order to test their individual skills. The task is based on a problem or a project activity.
This structure is the results of extensive discussions among GULT team members, members of the UNIcert® Committee and colleagues from our institutions, and has strongly been influenced by the CLES model.
The GULT exam structure has been put into practice in the development of a model UNIcert® exam, which was carried out by members of the UNIcert® Committee and colleagues at the University of Göttingen. The aim of this exam is to put the candidates into a realistic situation where they have to work on one authentic problem taken from the business world while showing their competences in all four language skills.
Model of task-based exam
Sample task-based tests
Task-Based Language Teaching
by Kris Van den Branden, Martin Bygate and John M. Norris
Over the past two decades, task-based language teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work appeared during that period. It introduces readers - graduate students, researchers, teachers - to foundational ideas and themes that have marked the emergence of TBLT.
These are the results from a project of the European Centre for Modern Languages within its "Empowering Language Professionals" programme 2008-2011.
This website results from a project run within the ECML's (European Centre for Modern Languages) Empowering Language Professionals programme entitled "Guidelines for University Language Testing".
The GULT Project aims to further develop current trends in language testing, evaluation and assessment. The GULT team will develop guidelines for university language testing within the framework of the CEFR. It will pay special attention to the teaching and testing of LSP (languages for specific purposes) at university and to a task-based approach in language testing. LSP courses are offered at university language centres, at departments of philology and at subject related departments, where the subject specificity varies from a content-based approach to general language courses with some subject-specific topics, and thus do not always correspond to the students' future professional needs.
A task-based approach in the teaching is particularly appropriate to prepare the learners for their future professional life as the teacher can use tasks taken from the academic or professional context of the specific subject, particularly as LSP is defined in real-life and concrete terms, and the definitions stem from the language needs of professionals in a specified subject area. With such an approach the teacher will make sure that the students can succeed in their studies also in a foreign language (especially important for student exchanges) and secondly that they can follow and participate in international development in their own field (especially important for European labour mobility).
A task-based approach in the teaching needs to be reflected in the testing, and task-based testing specifications have to be developed. These guidelines are needed as neither guidelines for LSP testing according to the CEFR nor guidelines for task-based language testing are commonly available for university language testing. These guidelines will be developed in co-operation with subject-specific departments (e.g. departments of engineering, business & economics, natural sciences etc.) and with specialists in departments of philology (e.g. specialists in language testing, in LSP teaching & testing, in task-based language teaching).
The GULT publication and website result from the work of an international network established within one of the ECML projects. We would like to thank all who worked on GULT, in particular the project coordination team for their motivation and active involvement.