ecpe teacher's guide - Hellenic American Union

ecpe teacher’s guide
Preparing for ECPE speaking
To prepare for the speaking section of the ECPE, candidates should spend as much time as
possible actively engaged in real-life, interactive decision making tasks in English. This can
easily be accomplished through pair- and small group work both. To make the most of their time
in conversation, candidates should pay special attention to the following features of proficient
speaking.
Vocabulary
Oral interaction takes place effortlessly when the speakers involved possess a wide range of
vocabulary. Without the right words, active participation in extended interaction is extremely
challenging and often frustrating for everyone. Being able to take part in an impromtu multi-stage
decision making task means having a large and diverse active vocabulary. However, it is important
that candidates not learn word lists out of context.
Speaking conventions
In a two-way decision make task, each participant assumes in turn the role of listener, speaker and
collaborator. In order for the task to be completed successfully, both parties need to know their
roles and the conventions that dictate their performance. For example, the party who is listening
must remember to listen actively and remain engaged with what the speaker is saying asking for
clarification or elaboration when necessary, and not to merely sit quietly until their turn to speak
comes around again. Likewise the speaker must not deliver a monologue but should encourage
and invite the interaction of their interlocutor.
Fluency
Fluency in speech means being able to participate in a speaking task effortlessly from beginning
to end, taking new directions as the task develops, and contributing to the overall success of the
interaction.
Accuracy
Being accurate in speech does not mean never making mistakes. Everyone—native speakers
included—makes mistakes at times. Accuracy does mean, however, that the speaker demonstrates
knowledge of advanced grammar and no longer makes the kind of mistakes that characterize
speakers at lower levels (e.g. errors in subject-verb agreement or tense).
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