Cambridge CELTA

Written Assignment:

Focus on the Learner (FOL)

Interview & Written Sample

1. Choose a student who attends classes regularly and will be available for at least a week.
2. Arrange a time for an interview and ask him/her to provide you with a piece of written work, which should be done alone
and not checked with a dictionary or by a native speaker.
3. Prepare your interview. You will need general questions to complete the Needs Analysis in Section One, and may want to
use a learning styles questionnaire and a diagnostic task for pronunciation such as a short text for reading aloud.
4. Conduct the interview, which should last no more than half an hour. Remember to record it.

Writing Your Assignment

Section One: Needs Analysis

5. Using the information you have collected, complete Section One.
6. Analyse the recording of the interview and the student’s written work.
7. Identify the main language problems. These might be grammar, vocabulary, pronunciation, speaking and writing skills.
Then select the areas which you consider to be high priority for your student (i.e. those that he/she would most benefit
from addressing) rather than less significant ones.
8. Write some general suggestions about what the learner needs based on their motivation, answers during the interview,
their plans and objectives, as well as your overall impression of their performance for their level.

Section Two: Error Analysis

9. Using the errors you have selected, complete the table in Section Two. Listen to the recording of your interview again and
use a piece of your student’s written work to identify some of his/her language (grammar, vocabulary, pronunciation)
problems. You should then complete the table in Section Two, ensuring that a brief rule or explanation, is provided for
each of the problems identified.

Section 3: Materials and Rationale

10. You will need to provide a task for one grammar and one vocabulary area. Make clear reference to any published material
you use and provide a rationale for why you have chosen these tasks and how they relate to the problems identified.
11. Submit the assignment along with the sample of your student’s written work.
12. Make sure you have acknowledged all sources consulted, included copyright and included a bibliography at the end.
13. Having finished the assignment, you might like to give your student some sensitive feedback on some of his/her strong and
weak language areas.

Candidates can demonstrate their learning by:

a. showing awareness of how a learner's background, previous learning experience and learning style affect learning
b. identifying the learner's language needs
c. correctly using terminology relating to the description of language systems
d. selecting appropriate material and/or resources to aid the learner's language development
e. providing a rationale for using specific activities with a learner
f. finding, selecting and referencing information from one or more sources
g. using written language that is clear, accurate and appropriate to the task

Name:
Word Limit: 750 - 1000 words No. of words: ________

I confirm that this is completely my own work. Signed ................................

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 Section One: Needs Analysis Questionnaire

A) Background information:
Name: - Age: 31 Nationality: Greek

Mother Tongue: Greek

Educational/Professional Background: MA in Maths and Economics

Current Level of English: Intermediate+ Other Languages Spoken (and level): None

Previous English Learning Experience:

He attended English classes as a young learner in Private Language Schools. He has attended
group and one-to-one English lessons as an adult learner for 3 ½ years and he has been
taught by both native and non-native teachers.

B) Motivation for Studying English:

For professional and communicative reasons. Therefore, his motivation is Instrumental.1

C) Preferred Learning Style and Strategies:

He is a visual learner. He prefers to be introduced to new language in its written form, feels
the need to take notes for further reference and can be easily distracted by sounds, thus he
tends to study alone.

D) Linguistic Needs:
The learner is studying English for professional reasons. He is interested in living and
working abroad. He would like to communicate with people upon his field of expertise. He is
also keen on martial arts.
 Grammar: Judging from his written sample and the answers he provided for the
interview, it is clear that the learner has good command of grammar. He is able to form
grammatically correct sentences, using the appropriate tenses depending on the time
reference. He is able to provide full, well- structured sentences and manages to correct
himself. In some cases L1 influence is obvious on certain structures used; something
common among Greek learners.2 Nevertheless, no further significant grammar difficulties
are noticed. Considering the learner’s motivation, a focus on formal language structures
should be encouraged; passive voice, reported speech, modals and semi-modals.
 Vocabulary: The learner seems able to communicate using appropriate vocabulary for his
level. However, being dyslexic3 has an impact on spelling easy words incorrectly. 4 He has
attempted to use advanced vocabulary, but unsuccessfully. Taking into account his
motivation, I would suggest focusing on more elevated vocabulary and lexis related to his
field of expertise, in order to achieve efficient peer communication.
 Receptive Skills: Regarding Reading and Listening I would suggest focusing on topics
related to his interests and studies to keep him engaged. As he has mentioned during the
interview, it is through receptive skills that he learns better, so these skills should be
further developed with the use of appropriate activities.
1
Harmer J., How to Teach English, Longman, 2001, p. 8
2
Swan M. & Smith B., Learner English, CUP, 2002, p. 133
3
He mentioned it during the interview.
4
http://www.ncld.org

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  Productive Skills: The learner seems to be very motivated to become a more fluent
language speaker. He should, therefore, be assisted through appropriate activities, which
match his interests. Writing, on the other hand, causes him great uncertainty. He feels
he has limited potential, mostly because of his learning disability. He should be
reinforced to achieve autonomy by rechecking and correcting his own written work.
 Pronunciation: Regarding his motivation, it is of highly importance to him to be able to
pronounce words correctly. However, he sounds rather formal and slow, which is
common for Greek learners, as there are no elisions and assimilations in Greek. Finally,
appropriate attention should be given to stress and intonation patterns as they differ
from English to Greek.5

5
Swan M. & Smith B., Learner English, CUP, 2002, p. 129

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 Section Two: Error Analysis
Examples of Error Types:

Error and Correction Error Type Cause of Error

Grammar 1 Grammar – L1 interference

wrong Word Order
The learner has formed the sentence using the words in the wrong
INCORRECT order. The adverb (also) has separated the verb (saw)
“Also I saw and a lot of inappropriately from its subject (I). This is very common for Greek
unusual things…” learners, as word order in Greek is free. 6 Therefore “also” should
come before the main verb “saw”.7

CORRECT Moreover, the conjunction “and” has been added to the sentence
“I also saw a lot of inappropriately, as it is generally used to join two or more
unusual things…” grammatically similar expressions8, which is certainly not the case
in this example.

Grammar 2 Grammar – L1 interference

Verb Tense &
wrong Word order The learner has formed the sentence using the words in the wrong
INCORRECT order. “Happen” is an intransitive verb and does not take an
“…I don’t think I will be object. It should be followed by infinitive to suggest that
happening something like something happens unexpectedly9.
this…”
The learner has used the Future Continuous tense, which we use
to say that something will be in progress at a particular time in
CORRECT the future.10 However, expressions such as I think / I don’t think
“…I don’t think something should be followed by the Future Simple tense.11
like this will happen to
me…”

6
Swan M. & Smith B., Learner English, CUP, 2002, p. 137
7
Alexander L. G., Longman English Grammar, Longman, 2003, p. 141
8
Swan M., Practical English Usage, OUP, 1995, p. 45
9
Swan M., Practical English Usage, OUP, 1995, p. 227
10
Swan M., Practical English Usage, OUP, 1995, p. 218
11
Hains P. & Johnson A., Revised Mastermind Use of English, Burlington Books, 2008, p. 9

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Error and Correction Error Type Cause of Error

Vocabulary 1 Spelling A homophone is a word that is pronounced the same as another

(homophones) word but has a different meaning or spelling, or both.12 They can
be quite confusing to English-language learners and they are a
INCORRECT very common cause of spelling errors, such as the one mentioned
“plain” here.13

CORRECT
“plane”

Vocabulary 2 wrong Word class To begin with, the learner has been confused regarding the
expression that he should use to express his feelings. Therefore,
he should have used the expression “was in high spirits”, which
INCORRECT means “being extremely happy and having a good time.” 14
“…was in height levels” Furthermore, he used the noun “height” as an adjective, in order
to describe the noun “levels”. He should have used the adjective
“high”. The learner was confused because he assumed that the
CORRECT root of both words would have the same spelling.15
“was in high spirits”

12
Adapted from: www.dictionary.cambridge.org
13
Adapted from: http://www.macmillandictionaries.com/MED-Magazine/November2002
14
Adapted from: www.dictionary.cambridge.org
15
Adapted from: http://english.stackexchange.com

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Error and Correction Error Type Cause of Error

Pronunciation 1 Individual sounds Greek learners often pronounce /tʃ/ like /ts/, as in “cats”. This
is common, because the sound /ʃ/ does not exist in Greek, so
there can be problems in perception and production. 16
INCORRECT
“fetch”  /fets/

CORRECT
“fetch”  /fetʃ/

Pronunciation 2 Individual sounds Greek learners tend to replace /æ/ with /e/ or the Greek
sound /a/. So for example, bad may be pronounced /bad/
instead of /bæd/.17
INCORRECT
“fax”  /feks/

CORRECT
“fax”  /fæks/

16
Kenworthy J., Teaching English pronunciation, Longman, 1987, pp. 139, 140
17
Swan M. & Smith B., Learner English, CUP, 2002, p. 130

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Section Three: Rationale & Task

Grammar Rationale

INCORRECT The learner needs to focus on the correct word order in sentences. He needs to be provided with
“Also I saw and a further clarification, through examples, on the way a sentence is formed when there is an adverb
lot of unusual next to a verb.18 I would suggest an exercise of writing sentences to give advice about practising
things…” Martial Arts. This exercise would combine focusing on his needs as well as his interests. (APP.1)

CORRECT
“I also saw a lot
of unusual
things…”

Vocabulary Rationale

INCORRECT The learner needs to be able to tell homophones apart. After teaching some sets of words through
“plain” visuals, I would ask him to write his own sentences with each set. Through this process, he would
have the opportunity to use the words and notice their differences in meaning and spelling for
himself. (APP.2)
CORRECT
“plane”

REFERENCES

 Harmer J., How to Teach English, Longman, 2001

 Swan M. & Smith B., Learner English, CUP, 2002
 Alexander L. G., Longman English Grammar, Longman, 2003
 Swan M., Practical English Usage, OUP, 1995
 Hains P. & Johnson A., Revised Mastermind Use of English, Burlington Books, 2008
 Kenworthy J., Teaching English pronunciation, Longman, 1987
 Murphy R., English Grammar is Use, CUP, 2005

WEBSITES

www.dictionary.cambridge.org
http://www.macmillandictionaries.com/MED-Magazine/November2002
www.dictionary.cambridge.org
http://english.stackexchange.com
http://www.pinterest.com
http://gimnastirio.gr

18
Murphy R., English Grammar is Use, CUP, 2005, p. 220

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APPENDICES19

App.1 (Grammar)

What kind of advice would you give someone who

would like to take up Martial Arts? Write sentences beginning with You should… and
use the adverbs in the correct place.

e.g.
You should always practise. (always)

1. You should ____________________________________. (never)

2. You should ____________________________________. (also)
3. You should ____________________________________. (well)
4. You should ____________________________________. (early)

19
Pictures adapted from:
http://www.pinterest.com
http://gimnastirio.gr

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App.2 (Vocabulary)

Look at the sets of words below. Notice the way they are written and pronounced.
Think about their meaning and write 6 sentences that are true for you.

eg.

1. My cat gave birth to eight kittens last month.

2. My brother ate 2 sandwiches for lunch.

Learner’s written sample

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The best day of my life (80-100 words)

Learner’s reading sample

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