Hostname: page-component-8448b6f56d-c4f8m Total loading time: 0 Render date: 2024-04-24T10:41:47.478Z Has data issue: false hasContentIssue false

Graded objectives in modern-language learning

Published online by Cambridge University Press:  23 December 2008

Brian Page
Affiliation:
University of Leeds

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
State-of-the-Art Article
Copyright
Copyright © Cambridge University Press 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, L.G. (1979). A functional/notional approach to course design. AVLJ, 17, 2, 109–14.Google Scholar
Anon. (1978). Report from the York Area Working Party on language proficiency tests. ML, 59, 3, 150–2.Google Scholar
Arrowsmith, R. (1980). An exercise in DIY. The Clwyd course in French. TES, 8.2.80.Google Scholar
Bergentoft, R. (1980). Intensive visit organised by the British authorities within the framework of the interaction network in the schools sector of the Modern Languages Project (document CC-GP4) 80 (16). Strasbourg: Council of Europe.Google Scholar
Biggs, B. C. (1980). A graded system of examinations in modern languages. The teaching of modern languages: a view for the 1980s. Headmasters' Conference Report 2, 3941.Google Scholar
Bird, E. (1982). Graded objectives, where now? The Teaching of Modern Languages, Perspectives 10, 6177. Exeter: School of Education, University of Exeter.Google Scholar
Blight, M. (1982). The place of grammar. In Hodgson, G. A. (ed), 37–8.Google Scholar
Bolton, D. R. (1980). York area graded language proficiency tests. MLS, 19, 8897.Google Scholar
Brown, E. (1982). Goethe Institute GOML Workshop: Report of the Third Workshop on Graded Objectives, Testing and examinations at secondary level. GOML Newsletter 7, 78.Google Scholar
Buckby, M. (1973). A syllabus for modern languages at 16+. AVLJ, 11, 1, p. 62.Google Scholar
Buckby, M. (1976). Language deprivation. TES, 29.10.76.Google Scholar
Buckby, M. (1977). Modular approach. TES, 15.4.77.Google Scholar
Buckby, M. (1978). Report from the York Area Working Party on language proficiency tests. ML, 59, 3,150–3.Google Scholar
Buckby, M. (1980 a). A graded system of syllabuses and examinations. MLS, 20, 7581.Google Scholar
Buckby, M. (1980 b). Action! London: Nelson.Google Scholar
Buckby, M., Bull, P., Fletcher, R., Green, P., Page, B. & Roger, D. (1981 a). Graded objectives and tests for modern languages: an evaluation. London: Schools Council.Google Scholar
Buckby, M. (1981 b). Graded objectives and tests for modern languages: an evaluation. BJLT, 19, 1, 1314.Google Scholar
Buckby, M. (1981 c). Better to have had and lost. TES, 6.2.81.Google Scholar
Byram, M. S. (1978). ‘New objectives’ in language teaching.ML, 59, 4, p. 205.Google Scholar
Byram, M. S. (1979). Performance objectives and language learning. ML, 40, 2, 111–15.Google Scholar
Campbell, J. A. (1980). Objectives testing in modern languages. MLS, 20, 100–12.Google Scholar
Chapman, D. (1980). Graded levels of achievement in foreign-language learning. MLS, 19, 6275.Google Scholar
Clark, J. (1977). Certification – sway forward? MLS, 13, 8993.Google Scholar
Clark, J. (1978). Lothian region's levels of achievement scheme. MLS, 15, 158–60.Google Scholar
Clark, J. (1979 a). The syllabus. What should the learner learn? AVLJ, 17, 2, 99108.Google Scholar
Clark, J. (1979 b). Syllabus design for graded levels of achievement in foreign-language learning. MLS, 18, 2539.Google Scholar
Clark, J. (1980 a). Lothian region's project on graded levels of achievement in foreign-language learning: from principles to practice. MLS, 19, 6174.Google Scholar
Clark, J. (1980 b). Communication in the classroom. MLS, 21/22, 144–56.Google Scholar
Clark, J. (1981). Some caveats about current curriculum development in modern languages involving the objectives model, defined syllabuses and criterion referenced assessment. NALA (Journal of the National Association of Language Advisers), 12, 68.Google Scholar
Clark, J. (1982). Syllabus design for foreign-language learning at various levels. In Hodgson, G. A. (ed.), 1628.Google Scholar
Clarke, J. (1979). Graded tests in schools. AVLJ, 17, 2, 123–4.Google Scholar
Clarke, J. (ed.) (1980). Graded French tests. London: Nelson.Google Scholar
Cockroft, W. (1983). Interview with editor. Schools Council News, 42, 67.Google Scholar
Coste, D., Courtillon, J.Ferenczi, V., Martins-Baltar, M. & Papo, E. (1976). Un niveau-seuil. Strasbourg: Council of Europe.Google Scholar
Cross, D. (1979). Motivating the majority. AVLJ, 17, 2, 83–6.Google Scholar
Davidson, J. M. C. (1973). A common system of examination at 16+: some reactions to the Schools Council Bulletin No. 23. ML, 54, 1, 1422.Google Scholar
Department of Education and Science (1983 a). A survey of the use of graded tests of defined objectives and their effect on the teaching and learning of modern languages in the county of Oxfordshire.Google Scholar
Department of Eduction and Science (1983b). Foreign languages in the school curriculum.Google Scholar
Downes, P. J. (1978). Graded examinations for elementary language learners: the Oxfordshire project. ML, 59, 3, 153–6.Google Scholar
Downes, P. J. (1980). Graded examinations for elementary language learners: the Oxfordshire project, The teaching of modern languages: a view for the 1980s. Headmasters' Conference Report 2, 36- 9.Google Scholar
Dunning, R. (forthcoming). The East Midlands graded assessment feasibility study. Paper given at the Annual Meeting, BAAL, 1982.Google Scholar
Ellis, D. (1978). Modern languages credit system. NALA (Journal of the National Association of Language Advisers).Google Scholar
Friedman, E. S. (1981). EMREB CSE Research Project: third annual report. School of Education, University of Leicester.Google Scholar
Friedman, E. S. (forthcoming). Evaluation of the East Midlands graded assessment feasibility study. Paper given at the Annual Meeting, BAAL, 1982.Google Scholar
Friedman, E. S. (1982). Evaluation of the East Midlands graded assessment feasibility study for the year 1979–80. School of Education, University of Leicester.Google Scholar
Friedman, E. S. (1983). Evaluation of the graded assessment feasiblity study. In EMREB CSE Research Project: 4th Annual Report, 36.Google Scholar
Garner, E. (1981 a). Going for G.O.A.L.S. TES, 6.2.81.Google Scholar
Garner, E. (1981 b). Background studies and graded examinations. NALA (Journal of the National Association of Language Advisers), 12, 910.Google Scholar
Garside, T. (1982). What graded objectives has meant to us. GOML Newsletter No. 6, 911.Google Scholar
Gia, A. C. (1982). The GLAFFL project. ATI Journal (Association of Teachers of Italian), 35, 63–7.Google Scholar
GOML Committee (1982). The GOML Committee's response to the 16+ national criteria. GOML Newsletter No. 6.Google Scholar
Gordon, K. L. (1977). The first formal account. TES, 4.11.77.Google Scholar
Gordon, K. L. (1980). Oxfordshire Modern Languages Achievement Certificate. MLS, 19, 99114.Google Scholar
Grundy, J. (1983). Teaching for OMLAC across the ability range. OMLAC News Sheet No. 1. Oxfordshire Education Authority.Google Scholar
Harding, A. & Page, B. (1974). An alternative model for modern language examinations. AVLJ, 12, 3, 237–41.Google Scholar
Harding, A. (1978). La gradation des objectifs d'apprentissage des langues vivantes dans le Royaume-Uni. In Coste, D. (ed.), Contributions à une renovation de l'apprentissage et de l'enseignement des langues (1982). Strasbourg: Council of Europe.Google Scholar
Harding, A. & Naylor, J. A. (1979). Graded objectives in second-language learning: a way ahead. AVLJ, 17, 3, 169–74.Google Scholar
Harding, A., Page, B. & Rowell, S. (1980). Graded objectives in modern languages. London: CILT.Google Scholar
Harrison, A. (1982). Schools Council Examinations Bulletin 41: review of graded tests. Methuen Educational.Google Scholar
Hodgson, G. A. (ed.) (1982). Tongues, 26, Special issue: Graded Objectives. Curriculum Directorate, Education Department of South Australia.Google Scholar
House of Commons. Report of the Education, Science and Arts Committee, Session 19811982. The secondary school curriculum and examinations, 1, lvi.Google Scholar
ILEA (1980). Éclair. Mary Glasgow Publications.Google Scholar
ILEA (1980 onwards). Éclair. Graded Tests Levels 1–3. Mary Glasgow Publications.Google Scholar
Johnson, D. (1980). ILEA Graded Tests Working Party, a progress report. MLS, 19, 115–21.Google Scholar
Lees, N. (1983). Observing classroom procedures and standardising assessment in the graded assessment of French. EMREB CSE Research Project: 4th Annual Report, 22–7.Google Scholar
Lees, N. (forthcoming). Aspects of standardisation within a communicative assessment syllabus. Paper given at the Annual Meeting, BAAL, 1982.Google Scholar
McGhee, B. (1982). Graded objectives (EMREB) NALA (Journal of the National Association of Language Advisers), 13, 30–1.Google Scholar
McLean, D. (1982). The implementation of graded objectives syllabus in teaching modern languages. In Hodgson, G. A. (ed), 2933.Google Scholar
McLeod, S. (1982). What's happening in the North West (Cumbria–Lancashire)? GOML Newsletter No.6, 1113.Google Scholar
Modern Language Association (1981). Submission by the MLA to the Parliamentary Select Committee on Education, Science and the Arts in connection with an enquiry into the secondary school curriculum and examinations: 02 1981. ML, 52, 2, 102–9.Google Scholar
Modern Languages Curriculum Committee (1982 a). The development of graded objectives. In Hodgson, G. A. (ed.), 12.Google Scholar
Modern Languages Curriculum Committee (1982 b). An introduction to the graded objectives approach to language teaching. In Hodgson, G. A. (ed.), 315.Google Scholar
Morrow, K. (1977). Techniques of evaluation for a notional syllabus. London: Royal Society of Arts.Google Scholar
Neumann, R. (1982). The use of graded objectives in German in the classroom. In Hodgson, G. A. (ed), 34–6.Google Scholar
OMLAC (1977). New objectives in modern language teaching. London: Hodder & Stoughton.Google Scholar
OMLAC (1981). New objectives in modern language teaching, Book 2. London: Hodder & Stoughton.Google Scholar
Otter, H. S. (1968). A functional language examination. Oxford: Oxford University Press.Google Scholar
Page, B. (1973). Another look at examinations. AVLJ, 11, 2, 127–30.Google Scholar
Page, B. (1974). An alternative to 16+. ML, 55, 15.Google Scholar
Page, B. (1975). Shorter courses and more motivation needed. TES, 31.10.75.Google Scholar
Page, B. (1978). Graded examinations. ML, 59, 2, 97101.Google Scholar
Page, B. (1979). Notions, functions and threshold levels: a review of the significance for language teachers of the work of the Council of Europe. AVLJ, 17, 2, 115–22.Google Scholar
Page, B. (1981 a). Graded objectives in modern language teaching and learning in the United Kingdom. Aspects of Education (Journal of the Institute of Education. The University of Hull), 25, 2734.Google Scholar
Special issue (ed. Richardson, G.), Modern language teaching in the 1980s.Google Scholar
Page, B. (1981 b). Graded objectives. In Design, Evaluation and Testing in English Language Projects, Dunford House Seminar 1981. London: British Council.Google Scholar
Page, B. (forthcoming, a). Defined syllabuses: crutch or straitjacket? Paper given at the Annual Meeting, BAAL, 1982.Google Scholar
Page, B. (forthcoming, b). Development of graded objectives systems in modern language learning in the United Kingdom. NIMLA (Journal of the Modern Languages Association of Northern Ireland).Google Scholar
Paul, R. H. (1981). Needed: stepladders of foreign language learning. Foreign Language Annals, 14, 5.Google Scholar
Peck, A. (1980). The York Schools German Achievement Test. Treffpunkt, 12, 1, 1721.Google Scholar
Porcher, L., Huart, M. & Mariet, F. (1979). Adaptation de ‘Un niveau-seuil’ pour des contextes scolaires. Strasbourg: Council of Europe.Google Scholar
Richterich, R. & Chancerel, , Jean-Louis, (1977). Identifying the needs of adults learning a foreign language. Strasbourg: Council of Europe. Reprinted by Pergamon Press, 1980.Google Scholar
Rowell, S. (1980). Oral testing: report of a meeting with reports of contributions from ILEA (J. Farrell), OMLAC (P. Dickson), Lothian (J. Hamilton), East Midlands (R. Dunning), Archbishop Michael Ramsey School (David), Yorkshire Regional Examinations Board (Brian Park). Further reports from the Working Parties on the content, conduct, marking of oral tests. GOML Newsletter No. 3.Google Scholar
Rowell, S. (ed.) (1981 a). Report of a meeting to discuss possible common elements in a Level 4 (CSE Mode 3) examination. GOML Newsletter No. 4.Google Scholar
Rowell, S. (ed.) (1981 b). Grading GOML Levels 3, 4, 5 and 6. Reports of Working Parties. GOML Newsletter No. 5.Google Scholar
Rowell, S. (1982). The communicative classroom: report of working meeting. GOML Newsletter No. 7.Google Scholar
Sheils, J. (1982). Graded objectives. Teangeolas, 14.Google Scholar
Tracy, C. (1982). Graded objectives in modern languages: a personal view. NIMLA (Journal of the Modern Languages Association of Northern Ireland), 9, 2532.Google Scholar
Trim, J. L. M., Richterich, R., Van, Ek J. A. & Wilkins, D. A. (1973). Systems development in adult language learning. Strasbourg: Council of Europe, Reprinted by Pergamon Press, 1980.Google Scholar
Trim, J. L. M. (1977). A European unit credit system. MLS, 14, 3944.Google Scholar
Trim, J. L. M. (1978). Developing a unit/credit scheme of adult language learning. Strasbourg: Council of Europe. Reprinted by Pergamon Press, 1980.Google Scholar
Trim, J. L. M. (1979). Explicit objectives. TES, 16.11.79.Google Scholar
Trim, J. L. M. (1980). Council of Europe: Council for Cultural Cooperation Project No. 4: Modern Languages. MLS, 19, 51–4.Google Scholar
Utley, D., Mitchell, R. & Phillips, J. A. N. (forthcoming). Graded objectives in modern languages: oral/aural investigation. London: Schools Council.Google Scholar
Van, Ek J. A. (1975). Threshold Level English. Strasbourg: Council of Europe. Reprinted by Pergamon Press, 1980.Google Scholar
Van, Ek J. A. (1976). The Threshold Level for modern language learning in schools. London: Longman.Google Scholar
Van, Ek J. A., Alexander, L. & Fitzpatrick, M. (1977). Waystage English. Strasbourg: Council of Europe. Reprinted by Pergamon Press, 1980.Google Scholar
Van, Ek J. A. (1977). The Threshold Level, MLS, 14, 4450.Google Scholar
Watts, N. & Brooker, G.A defined language syllabus within a communicative approach: reflections on the new French and German syllabuses. New Zealand Language Teacher, 7, 3.Google Scholar
Whalley, M. & Whiteside, S. (1980). Graded tests in French and German. Essex Education, 34, 2, 37–8.Google Scholar
Wilson, J. (1982). Graded levels of achievement – millenarianism revisited? What can we do while we wait? In Hodgson, G. A. (ed), 3942.Google Scholar
Wood, N. (1982). Graded tests for London. TES, 5.11.82.Google Scholar