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Levels

The English Language Center has up to six levels of study. At all levels, students focus on English for Academic Purposes to prepare for university study.

  • BASIC/BEGINNER: This level is for students who have no or some comprehension of English. The courses focus on reading, writing and speaking skills at a simple level.
  • INTERMEDIATE: This level introduces English academic skills and is for students who need more study about and practice using English.
  • HIGH INTERMEDIATE: Students at this level work on English skills necessary for academic work at US colleges and universities.
  • ADVANCED: At this level, students are required to read academic readings, make presentations, and learn the conventions of academic writing. Students may be allowed to take one academic course when they reach this level of study.
  • ACADEMIC & GRADUATE: Students refine the English academic skills necessary for success in university courses while taking full- or part-time academic courses if eligible. Separate courses are offered to undergraduates and graduates at this level to meet the different academic needs of these students.

Combined courses and levels

The ELC may at times need to combine levels or classes.

 

Student Learning Outcomes (SLOs) by Level

 

Basic

Reading & Writing
1.  Ideation and Development  - 25%
Able to identify main ideas and simple relationships in varied, simplified texts, and write complete sentences which use topics from texts to express one’s own idea.

2.  Understanding the Sources  - 25%
Able to locate, compare and contrast information in short controlled texts in order to answer given questions.

3.  Organization and Flow  - 25%
Able to identify basic logical connections (including lexical cohesion) between sentences and write at least 3 cohesively and coherently connected sentences.

4.  Lexicogrammar  - 25%
Able to identify order and parts of a sentence and how words fit together, and use words appropriately together in writing sentences. (“Fit words together.”)

Language Analysis & Accuracy
1.  Academic Text Analysis  - 20%
Able to identify sentence parts and selected lexicogrammatical items in a very simple or highly simplified text.

2.  Interactional Text Analysis  - 20%
Able to identify grammatical items and language structures that are important in simple conversational interaction (e.g. question and answer forms, politeness modals, etc.)

3.  Choices In Context: Using Lexicogrammar In Selected Written Or Spoken Genres and Tasks  - 30%
Able to achieve a simple designated communicative goal, using a selected set of lexicogrammatical options accurately and in complete sentences.

4.  Using Lexicogrammar to Write or Speak With Development and Flow  - 30%
Able to develop a meaning across three or more connected sentences, using selected lexicogrammatical items.

Speaking & Listening
1.  Genres in Speaking and Listening  - 30%
Able to identify purpose, main ideas and key words in short spoken texts on academic and everyday topics, and present spoken descriptions, explanations, or opinions on these topics in complete grammatical sentences.

2.  Interactional Speaking and Listening  - 30%
Able to ask and answer questions and respond to simple statements on academic and everyday topics in short, structured conversations.

3.  Lexicogrammar  - 20%
Able to apply new vocabulary and grammatical structures meaningfully and accurately in complete sentences, in short speaking tasks on academic and everyday topics.

4.  Pronunciation  - 20%
Able to identify phonemes, word stress, and sentence-level stress and intonation, and to produce words and short complete sentences with accurate phonemes and stress.

Basic Sounds and Spelling
1.  Reception  - 25%
Recognize the English alphabet and discriminate between vowels and consonants and phonemes in words.

2.  Production  - 25%
Produce targeted sounds from word lists and minimal pairs.

3.  Spelling  - 25%
Write words accurately using correct spelling from word lists and dictation.

4.  Writing  - 25%
Be able to use learned spelling patterns in words for different purposes (e.g., to contrast minimal pairs, diphthongs).

 

Beginner

Reading & Writing
1.  Ideation and Development  - 25%
Able to explain the connections between major ideas in a simplified text and express own connected ideas in controlled writing tasks.

2.  Understanding the Sources  - 25%
Able to locate and explain specific information within a simplified text and write simple sentences based on the text.

3.  Organization and Flow  - 25%
Able to identify the organization of paragraphs in a simplified text and write simple sentences in a short, cohesive paragraph.

4.  Lexicogrammar  - 25%
Able to explain the function and meaning of selected vocabulary and grammatical structures, and use these meaningfully and consistently across a variety of controlled writing tasks. (“Make good sentences.”)

Language Analysis
1.  Academic Text Analysis  - 20%
Able to identify selected grammatical items and sentence structures in simplified academic texts and explain the choice of forms at the sentence level. (e.g. S-V agreement or explain why this tense or word form vs. another)

2.  Interactional Text Analysis - 20%
Able to distinguish among sets of grammatical items and language structures that are important in conveying politeness in conversational interaction (e.g. choosing question forms and modals, etc.)

3.  Choices In Context: Using Lexicogrammar In Selected Written Or Spoken Genres And Tasks  - 30%
Able to achieve a simple designated communicative goal with some elaboration, in complete sentences, and by choosing among targeted lexico-grammatical features.

4.  Using Lexicogrammar To Write Or Speak With Development And Flow  - 30%
Able to create short, meaningful paragraphs, with appropriate use of selected lexico-grammatical items and within sentences and with flow between sentences in the paragraph.

Speaking & Listening
1.  Genres in Speaking and Listening  - 30%
Able to identify purpose, main ideas, supporting details in short spoken texts on academic and everyday topics, and present organized spoken descriptions, explanations, or opinions on these topics.

2.  Interactional Speaking and Listening  - 30%
Able to identify purpose and politeness strategies in turns in spoken interaction (dialogues), and express ideas using politeness strategies in controlled interactional tasks.

3.  Lexicogrammar  - 20%
Able to apply new vocabulary and grammatical structures meaningfully and accurately in connected sentences, with consistent control of word endings/morphology, in short speaking tasks on academic and everyday topics.

4.  Pronunciation  - 20%
Able to identify phonemes, word stress, and sentence-level stress and intonation, and to produce words and complete, connected sentences with accurate phonemes and stress, with special focus on morphological changes in words.

Basic Sounds and Spelling
1.  Reception  - 25%
Discriminate between specifically targeted sounds of the English phonemic system to aid in listening, speaking, reading and writing (e.g. vowels vs consonants, long sounds vs short sounds in combination vowels, consonant blends).

2.  Production  - 25%
Produce targeted sounds in words in reading and structured conversation.

3.  Spelling  - 25%
Recognize spelling patterns in order to write words accurately using correct spelling in sentences.

4.  Writing  - 25%
Be able to use learned spelling patterns in complete sentences for various purposes. (e.g., to contrast minimal pairs, diphthongs).

 

Intermediate

Reading & Writing
1.  Ideation and Development  - 25%
Able to explain purpose, main ideas and connections between ideas in reading and express own main ideas and connections in controlled writing tasks.

2.  Understanding the Sources  - 25%
Able to identify elements and arguments from a reading that may be used as source ideas and develop own idea in a writing which responds to selected text(s).

3.  Organization and Flow  - 25%
Able to identify simple cohesive and organizational strategies in simple texts and apply these strategies to write paragraphs on focused topics with clear organization and flow.

4.  Lexicogrammar  - 25%
Able to explain and use vocabulary, collocations and grammar in order to build ideas and change words and sentence structures to fit different purposes. (“Play with sentences.”)

Language Analysis
1.  Academic Text Analysis  - 20%
Able to identify lexicogrammatical features and flow in simplified academic texts and explain the purpose of the structure in context.

2.  Interactional Text Analysis - 20%
Able to identify lexicogrammatical features in simplified interactional texts and explain the purpose of the structure in context.

3.  Choices In Context: Using Lexicogrammar In Selected Written Or Spoken Genres And Tasks  - 30%
Able to achieve a communicative goal in simple, selected contexts, while accurately and appropriately using selected lexicogrammatical features.

4.  Using Lexicogrammar To Write Or Speak With Development And Flow  - 30%
Able to express one’s own ideas in a specified task, with accurate and appropriate use of selected vocabulary and grammatical structures.

Speaking & Listening
1.  Genres in Speaking and Listening  - 30%
Able to explain main ideas and details in spoken academic texts and convey a coherent sequence of key ideas in spoken academic genres..

2.  Interactional Speaking and Listening  - 30%
Able to perform interpersonal dialogic tasks in academic and general settings using selected politeness strategies (in tasks such as asking questions & follow-up questions, acknowledging and countering other’s assertions, making and responding to requests).

3.  Lexicogrammar  - 20%
Able to convey ideas and cohesively, by using provided academic vocabulary and grammar structures accurately and meaningfully.

4.  Pronunciation  - 20%
Able to present an idea using general and academic vocabulary with clear pronunciation and stress at word level, and with good use of stress and intonation to deliver key points in a message.

Inquiry-Based Language Tasks
1.  Analysis  - 25%
Able to present a cultural comparison / contrast which clearly describes and distinguishes gathered evidence.

2.  Developing a Research Question  - 25%
Able to report rationale, methods and procedure for investigating a topic, according to a provided framework.

3.  Language and Social Norms  - 25%
Able to complete interpersonal requests (tied to project goals) with appropriate conventional politeness.

4.  Application and Presentation - 25%
Able to present a clear summary of an investigative project, with accurate description and able to answer information questions about the project/topic.

 

High Intermediate

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